| School Name | School Grade (2025 - 2026) | A | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | No | ESSA School | No |
|
RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-Signature-Page.pdf | Devon O'Neal | 6/5/2026 |
|
Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. The school utilizes MTSS/RtI to support the academic improvement of students identified by the early warning system. The Collaborative Problem-Solving Team meets every Tuesday to discuss students experiencing academic difficulties. Students identified by the early warning system and the classroom teacher are assigned a targeted, evidence based intervention. A team consisting of administration, guidance, ESE, coaches, the classroom teacher, and parents meet to discuss the student. If necessary, the team will create Tier 2 interventions and set goals to monitor student progress. The team will reconvene in 6-8 weeks to look at student progress. If the goals have been met, the team will continue with interventions and create new goals. If the goal has not been met, Tier 3 interventions will be created and monitored. During these meetings, the team also looks at other indicators that may be hindering student progress and collaborate with the school social worker to provide support. This process is continuous and allows the team to monitor the academic performance of students across many different grades and ability levels. |
|
|
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By May 2027, Kindergarten Student ELA proficiency will improve from 67% to 70%, 1st grade will improve from 63% to 70%, and 2nd Grade will improve from 52% to 70%. This will be measured by the STAR Reading assessment administered in spring 2027.. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for ELA/Reading is to increase reading proficiency of 3rd graders from 64% to 72% and the learning gains of our lowest quartile students from 67% to 72% in 5th Grade and 56% to 70% in 4th grade. This will be measured through the end of year state ELA assessment. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for Math Instructional Practice is to increase the percentage of lowest quartile students in grades 3-5 achieving learning gains in mathematics from 55% to 70% the end of the 2026-2027 school year. This will be measured through state assessments and formative assessments conducted throughout the year. | Math Trainings on Campus | $0.00 | The progress in Math Instructional Practice will be monitored through regular formative assessments, classroom observations, and student work samples. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-SIP-CERP-Literacy-Leadership-Team-Contact-Information-26-27.pdf | Estela Renteria | 9/3/2026 |
| WEP_SIP_CERP_-School-Based-Reading--Plan-26-27.pdf | Ingrid Rosales | 9/3/2026 |
| Leadership-Literacy-Agenda.pdf | Estela Renteria | 9/8/2026 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26_Broward_Winston-Park-Elementary-School-_SAM_Dashboard.pdf | KAYDE SEWELL CAMPBELL | 8/6/2026 |
| 3091_08132026_Winston-Park-MTSS-Action-Plan-2627.pdf | Heidi Clay | 8/13/2026 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-SPBP-2627-.pdf | Mark Andriesse | 4/29/2026 |
| Winston-Park-ES-SPBP-Feedback-Form-2026-2027.pdf | Keyunta Tyler | 6/3/2026 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
||||||
|---|---|---|---|---|---|---|---|---|---|
| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|
| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
|---|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 26-27-Attendance-SIP-Plan-Winston-Park-3091.pdf | Mark Andriesse | 9/2/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| School-counseling-plan-26-27.pdf | Gianna Piediscalzi | 8/27/2026 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3091-Winston-Park-BPIE-Assessment-2425.pdf | Mark Andriesse | 9/2/2026 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-ES-BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-STUDENT-(Grades-3-5)-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-PARENT-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1000013802.jpg | ERIKA SATIN | 9/2/2026 |
| School Name | School Grade (2025 - 2026) | A | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | No | ESSA School | No |
|
RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-Signature-Page.pdf | Devon O'Neal | 6/5/2026 |
|
Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. The school utilizes MTSS/RtI to support the academic improvement of students identified by the early warning system. The Collaborative Problem-Solving Team meets every Tuesday to discuss students experiencing academic difficulties. Students identified by the early warning system and the classroom teacher are assigned a targeted, evidence based intervention. A team consisting of administration, guidance, ESE, coaches, the classroom teacher, and parents meet to discuss the student. If necessary, the team will create Tier 2 interventions and set goals to monitor student progress. The team will reconvene in 6-8 weeks to look at student progress. If the goals have been met, the team will continue with interventions and create new goals. If the goal has not been met, Tier 3 interventions will be created and monitored. During these meetings, the team also looks at other indicators that may be hindering student progress and collaborate with the school social worker to provide support. This process is continuous and allows the team to monitor the academic performance of students across many different grades and ability levels. |
|
|
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By May 2027, Kindergarten Student ELA proficiency will improve from 67% to 70%, 1st grade will improve from 63% to 70%, and 2nd Grade will improve from 52% to 70%. This will be measured by the STAR Reading assessment administered in spring 2027.. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for ELA/Reading is to increase reading proficiency of 3rd graders from 64% to 72% and the learning gains of our lowest quartile students from 67% to 72% in 5th Grade and 56% to 70% in 4th grade. This will be measured through the end of year state ELA assessment. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for Math Instructional Practice is to increase the percentage of lowest quartile students in grades 3-5 achieving learning gains in mathematics from 55% to 70% the end of the 2026-2027 school year. This will be measured through state assessments and formative assessments conducted throughout the year. | Math Trainings on Campus | $0.00 | The progress in Math Instructional Practice will be monitored through regular formative assessments, classroom observations, and student work samples. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-SIP-CERP-Literacy-Leadership-Team-Contact-Information-26-27.pdf | Estela Renteria | 9/3/2026 |
| WEP_SIP_CERP_-School-Based-Reading--Plan-26-27.pdf | Ingrid Rosales | 9/3/2026 |
| Leadership-Literacy-Agenda.pdf | Estela Renteria | 9/8/2026 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26_Broward_Winston-Park-Elementary-School-_SAM_Dashboard.pdf | KAYDE SEWELL CAMPBELL | 8/6/2026 |
| 3091_08132026_Winston-Park-MTSS-Action-Plan-2627.pdf | Heidi Clay | 8/13/2026 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-SPBP-2627-.pdf | Mark Andriesse | 4/29/2026 |
| Winston-Park-ES-SPBP-Feedback-Form-2026-2027.pdf | Keyunta Tyler | 6/3/2026 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
||||||
|---|---|---|---|---|---|---|---|---|---|
| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|
| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
|---|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 26-27-Attendance-SIP-Plan-Winston-Park-3091.pdf | Mark Andriesse | 9/2/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| School-counseling-plan-26-27.pdf | Gianna Piediscalzi | 8/27/2026 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3091-Winston-Park-BPIE-Assessment-2425.pdf | Mark Andriesse | 9/2/2026 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-ES-BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-STUDENT-(Grades-3-5)-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-PARENT-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1000013802.jpg | ERIKA SATIN | 9/2/2026 |
| School Name | School Grade (2025 - 2026) | A | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | No | ESSA School | No |
|
RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-Signature-Page.pdf | Devon O'Neal | 6/5/2026 |
|
Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. The school utilizes MTSS/RtI to support the academic improvement of students identified by the early warning system. The Collaborative Problem-Solving Team meets every Tuesday to discuss students experiencing academic difficulties. Students identified by the early warning system and the classroom teacher are assigned a targeted, evidence based intervention. A team consisting of administration, guidance, ESE, coaches, the classroom teacher, and parents meet to discuss the student. If necessary, the team will create Tier 2 interventions and set goals to monitor student progress. The team will reconvene in 6-8 weeks to look at student progress. If the goals have been met, the team will continue with interventions and create new goals. If the goal has not been met, Tier 3 interventions will be created and monitored. During these meetings, the team also looks at other indicators that may be hindering student progress and collaborate with the school social worker to provide support. This process is continuous and allows the team to monitor the academic performance of students across many different grades and ability levels. |
|
|
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By May 2027, Kindergarten Student ELA proficiency will improve from 67% to 70%, 1st grade will improve from 63% to 70%, and 2nd Grade will improve from 52% to 70%. This will be measured by the STAR Reading assessment administered in spring 2027.. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for ELA/Reading is to increase reading proficiency of 3rd graders from 64% to 72% and the learning gains of our lowest quartile students from 67% to 72% in 5th Grade and 56% to 70% in 4th grade. This will be measured through the end of year state ELA assessment. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for Math Instructional Practice is to increase the percentage of lowest quartile students in grades 3-5 achieving learning gains in mathematics from 55% to 70% the end of the 2026-2027 school year. This will be measured through state assessments and formative assessments conducted throughout the year. | Math Trainings on Campus | $0.00 | The progress in Math Instructional Practice will be monitored through regular formative assessments, classroom observations, and student work samples. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-SIP-CERP-Literacy-Leadership-Team-Contact-Information-26-27.pdf | Estela Renteria | 9/3/2026 |
| WEP_SIP_CERP_-School-Based-Reading--Plan-26-27.pdf | Ingrid Rosales | 9/3/2026 |
| Leadership-Literacy-Agenda.pdf | Estela Renteria | 9/8/2026 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26_Broward_Winston-Park-Elementary-School-_SAM_Dashboard.pdf | KAYDE SEWELL CAMPBELL | 8/6/2026 |
| 3091_08132026_Winston-Park-MTSS-Action-Plan-2627.pdf | Heidi Clay | 8/13/2026 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-SPBP-2627-.pdf | Mark Andriesse | 4/29/2026 |
| Winston-Park-ES-SPBP-Feedback-Form-2026-2027.pdf | Keyunta Tyler | 6/3/2026 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
||||||
|---|---|---|---|---|---|---|---|---|---|
| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|
| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
|---|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 26-27-Attendance-SIP-Plan-Winston-Park-3091.pdf | Mark Andriesse | 9/2/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| School-counseling-plan-26-27.pdf | Gianna Piediscalzi | 8/27/2026 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3091-Winston-Park-BPIE-Assessment-2425.pdf | Mark Andriesse | 9/2/2026 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-ES-BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-STUDENT-(Grades-3-5)-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-PARENT-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1000013802.jpg | ERIKA SATIN | 9/2/2026 |
| School Name | School Grade (2025 - 2026) | A | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | No | ESSA School | No |
|
RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-Signature-Page.pdf | Devon O'Neal | 6/5/2026 |
|
Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. The school utilizes MTSS/RtI to support the academic improvement of students identified by the early warning system. The Collaborative Problem-Solving Team meets every Tuesday to discuss students experiencing academic difficulties. Students identified by the early warning system and the classroom teacher are assigned a targeted, evidence based intervention. A team consisting of administration, guidance, ESE, coaches, the classroom teacher, and parents meet to discuss the student. If necessary, the team will create Tier 2 interventions and set goals to monitor student progress. The team will reconvene in 6-8 weeks to look at student progress. If the goals have been met, the team will continue with interventions and create new goals. If the goal has not been met, Tier 3 interventions will be created and monitored. During these meetings, the team also looks at other indicators that may be hindering student progress and collaborate with the school social worker to provide support. This process is continuous and allows the team to monitor the academic performance of students across many different grades and ability levels. |
|
|
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By May 2027, Kindergarten Student ELA proficiency will improve from 67% to 70%, 1st grade will improve from 63% to 70%, and 2nd Grade will improve from 52% to 70%. This will be measured by the STAR Reading assessment administered in spring 2027.. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for ELA/Reading is to increase reading proficiency of 3rd graders from 64% to 72% and the learning gains of our lowest quartile students from 67% to 72% in 5th Grade and 56% to 70% in 4th grade. This will be measured through the end of year state ELA assessment. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for Math Instructional Practice is to increase the percentage of lowest quartile students in grades 3-5 achieving learning gains in mathematics from 55% to 70% the end of the 2026-2027 school year. This will be measured through state assessments and formative assessments conducted throughout the year. | Math Trainings on Campus | $0.00 | The progress in Math Instructional Practice will be monitored through regular formative assessments, classroom observations, and student work samples. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-SIP-CERP-Literacy-Leadership-Team-Contact-Information-26-27.pdf | Estela Renteria | 9/3/2026 |
| WEP_SIP_CERP_-School-Based-Reading--Plan-26-27.pdf | Ingrid Rosales | 9/3/2026 |
| Leadership-Literacy-Agenda.pdf | Estela Renteria | 9/8/2026 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26_Broward_Winston-Park-Elementary-School-_SAM_Dashboard.pdf | KAYDE SEWELL CAMPBELL | 8/6/2026 |
| 3091_08132026_Winston-Park-MTSS-Action-Plan-2627.pdf | Heidi Clay | 8/13/2026 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-SPBP-2627-.pdf | Mark Andriesse | 4/29/2026 |
| Winston-Park-ES-SPBP-Feedback-Form-2026-2027.pdf | Keyunta Tyler | 6/3/2026 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
||||||
|---|---|---|---|---|---|---|---|---|---|
| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|
| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
|---|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 26-27-Attendance-SIP-Plan-Winston-Park-3091.pdf | Mark Andriesse | 9/2/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| School-counseling-plan-26-27.pdf | Gianna Piediscalzi | 8/27/2026 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3091-Winston-Park-BPIE-Assessment-2425.pdf | Mark Andriesse | 9/2/2026 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-ES-BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-STUDENT-(Grades-3-5)-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-PARENT-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1000013802.jpg | ERIKA SATIN | 9/2/2026 |
| School Name | School Grade (2025 - 2026) | A | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | No | ESSA School | No |
|
RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-Signature-Page.pdf | Devon O'Neal | 6/5/2026 |
|
Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. The school utilizes MTSS/RtI to support the academic improvement of students identified by the early warning system. The Collaborative Problem-Solving Team meets every Tuesday to discuss students experiencing academic difficulties. Students identified by the early warning system and the classroom teacher are assigned a targeted, evidence based intervention. A team consisting of administration, guidance, ESE, coaches, the classroom teacher, and parents meet to discuss the student. If necessary, the team will create Tier 2 interventions and set goals to monitor student progress. The team will reconvene in 6-8 weeks to look at student progress. If the goals have been met, the team will continue with interventions and create new goals. If the goal has not been met, Tier 3 interventions will be created and monitored. During these meetings, the team also looks at other indicators that may be hindering student progress and collaborate with the school social worker to provide support. This process is continuous and allows the team to monitor the academic performance of students across many different grades and ability levels. |
|
|
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By May 2027, Kindergarten Student ELA proficiency will improve from 67% to 70%, 1st grade will improve from 63% to 70%, and 2nd Grade will improve from 52% to 70%. This will be measured by the STAR Reading assessment administered in spring 2027.. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for ELA/Reading is to increase reading proficiency of 3rd graders from 64% to 72% and the learning gains of our lowest quartile students from 67% to 72% in 5th Grade and 56% to 70% in 4th grade. This will be measured through the end of year state ELA assessment. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for Math Instructional Practice is to increase the percentage of lowest quartile students in grades 3-5 achieving learning gains in mathematics from 55% to 70% the end of the 2026-2027 school year. This will be measured through state assessments and formative assessments conducted throughout the year. | Math Trainings on Campus | $0.00 | The progress in Math Instructional Practice will be monitored through regular formative assessments, classroom observations, and student work samples. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-SIP-CERP-Literacy-Leadership-Team-Contact-Information-26-27.pdf | Estela Renteria | 9/3/2026 |
| WEP_SIP_CERP_-School-Based-Reading--Plan-26-27.pdf | Ingrid Rosales | 9/3/2026 |
| Leadership-Literacy-Agenda.pdf | Estela Renteria | 9/8/2026 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26_Broward_Winston-Park-Elementary-School-_SAM_Dashboard.pdf | KAYDE SEWELL CAMPBELL | 8/6/2026 |
| 3091_08132026_Winston-Park-MTSS-Action-Plan-2627.pdf | Heidi Clay | 8/13/2026 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-SPBP-2627-.pdf | Mark Andriesse | 4/29/2026 |
| Winston-Park-ES-SPBP-Feedback-Form-2026-2027.pdf | Keyunta Tyler | 6/3/2026 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
||||||
|---|---|---|---|---|---|---|---|---|---|
| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|
| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
|---|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 26-27-Attendance-SIP-Plan-Winston-Park-3091.pdf | Mark Andriesse | 9/2/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| School-counseling-plan-26-27.pdf | Gianna Piediscalzi | 8/27/2026 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3091-Winston-Park-BPIE-Assessment-2425.pdf | Mark Andriesse | 9/2/2026 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-ES-BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-STUDENT-(Grades-3-5)-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-PARENT-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1000013802.jpg | ERIKA SATIN | 9/2/2026 |
| School Name | School Grade (2025 - 2026) | A | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | No | ESSA School | No |
|
RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-Signature-Page.pdf | Devon O'Neal | 6/5/2026 |
|
Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. The school utilizes MTSS/RtI to support the academic improvement of students identified by the early warning system. The Collaborative Problem-Solving Team meets every Tuesday to discuss students experiencing academic difficulties. Students identified by the early warning system and the classroom teacher are assigned a targeted, evidence based intervention. A team consisting of administration, guidance, ESE, coaches, the classroom teacher, and parents meet to discuss the student. If necessary, the team will create Tier 2 interventions and set goals to monitor student progress. The team will reconvene in 6-8 weeks to look at student progress. If the goals have been met, the team will continue with interventions and create new goals. If the goal has not been met, Tier 3 interventions will be created and monitored. During these meetings, the team also looks at other indicators that may be hindering student progress and collaborate with the school social worker to provide support. This process is continuous and allows the team to monitor the academic performance of students across many different grades and ability levels. |
|
|
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By May 2027, Kindergarten Student ELA proficiency will improve from 67% to 70%, 1st grade will improve from 63% to 70%, and 2nd Grade will improve from 52% to 70%. This will be measured by the STAR Reading assessment administered in spring 2027.. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for ELA/Reading is to increase reading proficiency of 3rd graders from 64% to 72% and the learning gains of our lowest quartile students from 67% to 72% in 5th Grade and 56% to 70% in 4th grade. This will be measured through the end of year state ELA assessment. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for Math Instructional Practice is to increase the percentage of lowest quartile students in grades 3-5 achieving learning gains in mathematics from 55% to 70% the end of the 2026-2027 school year. This will be measured through state assessments and formative assessments conducted throughout the year. | Math Trainings on Campus | $0.00 | The progress in Math Instructional Practice will be monitored through regular formative assessments, classroom observations, and student work samples. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-SIP-CERP-Literacy-Leadership-Team-Contact-Information-26-27.pdf | Estela Renteria | 9/3/2026 |
| WEP_SIP_CERP_-School-Based-Reading--Plan-26-27.pdf | Ingrid Rosales | 9/3/2026 |
| Leadership-Literacy-Agenda.pdf | Estela Renteria | 9/8/2026 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26_Broward_Winston-Park-Elementary-School-_SAM_Dashboard.pdf | KAYDE SEWELL CAMPBELL | 8/6/2026 |
| 3091_08132026_Winston-Park-MTSS-Action-Plan-2627.pdf | Heidi Clay | 8/13/2026 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-SPBP-2627-.pdf | Mark Andriesse | 4/29/2026 |
| Winston-Park-ES-SPBP-Feedback-Form-2026-2027.pdf | Keyunta Tyler | 6/3/2026 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
||||||
|---|---|---|---|---|---|---|---|---|---|
| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|
| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
|---|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 26-27-Attendance-SIP-Plan-Winston-Park-3091.pdf | Mark Andriesse | 9/2/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| School-counseling-plan-26-27.pdf | Gianna Piediscalzi | 8/27/2026 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3091-Winston-Park-BPIE-Assessment-2425.pdf | Mark Andriesse | 9/2/2026 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-ES-BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-STUDENT-(Grades-3-5)-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-PARENT-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1000013802.jpg | ERIKA SATIN | 9/2/2026 |
| School Name | School Grade (2025 - 2026) | A | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | No | ESSA School | No |
|
RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-Signature-Page.pdf | Devon O'Neal | 6/5/2026 |
|
Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. The school utilizes MTSS/RtI to support the academic improvement of students identified by the early warning system. The Collaborative Problem-Solving Team meets every Tuesday to discuss students experiencing academic difficulties. Students identified by the early warning system and the classroom teacher are assigned a targeted, evidence based intervention. A team consisting of administration, guidance, ESE, coaches, the classroom teacher, and parents meet to discuss the student. If necessary, the team will create Tier 2 interventions and set goals to monitor student progress. The team will reconvene in 6-8 weeks to look at student progress. If the goals have been met, the team will continue with interventions and create new goals. If the goal has not been met, Tier 3 interventions will be created and monitored. During these meetings, the team also looks at other indicators that may be hindering student progress and collaborate with the school social worker to provide support. This process is continuous and allows the team to monitor the academic performance of students across many different grades and ability levels. |
|
|
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By May 2027, Kindergarten Student ELA proficiency will improve from 67% to 70%, 1st grade will improve from 63% to 70%, and 2nd Grade will improve from 52% to 70%. This will be measured by the STAR Reading assessment administered in spring 2027.. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for ELA/Reading is to increase reading proficiency of 3rd graders from 64% to 72% and the learning gains of our lowest quartile students from 67% to 72% in 5th Grade and 56% to 70% in 4th grade. This will be measured through the end of year state ELA assessment. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for Math Instructional Practice is to increase the percentage of lowest quartile students in grades 3-5 achieving learning gains in mathematics from 55% to 70% the end of the 2026-2027 school year. This will be measured through state assessments and formative assessments conducted throughout the year. | Math Trainings on Campus | $0.00 | The progress in Math Instructional Practice will be monitored through regular formative assessments, classroom observations, and student work samples. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-SIP-CERP-Literacy-Leadership-Team-Contact-Information-26-27.pdf | Estela Renteria | 9/3/2026 |
| WEP_SIP_CERP_-School-Based-Reading--Plan-26-27.pdf | Ingrid Rosales | 9/3/2026 |
| Leadership-Literacy-Agenda.pdf | Estela Renteria | 9/8/2026 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26_Broward_Winston-Park-Elementary-School-_SAM_Dashboard.pdf | KAYDE SEWELL CAMPBELL | 8/6/2026 |
| 3091_08132026_Winston-Park-MTSS-Action-Plan-2627.pdf | Heidi Clay | 8/13/2026 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-SPBP-2627-.pdf | Mark Andriesse | 4/29/2026 |
| Winston-Park-ES-SPBP-Feedback-Form-2026-2027.pdf | Keyunta Tyler | 6/3/2026 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
||||||
|---|---|---|---|---|---|---|---|---|---|
| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|
| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
|---|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 26-27-Attendance-SIP-Plan-Winston-Park-3091.pdf | Mark Andriesse | 9/2/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| School-counseling-plan-26-27.pdf | Gianna Piediscalzi | 8/27/2026 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3091-Winston-Park-BPIE-Assessment-2425.pdf | Mark Andriesse | 9/2/2026 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-ES-BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-STUDENT-(Grades-3-5)-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-PARENT-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1000013802.jpg | ERIKA SATIN | 9/2/2026 |
| School Name | School Grade (2025 - 2026) | A | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | No | ESSA School | No |
|
RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-Signature-Page.pdf | Devon O'Neal | 6/5/2026 |
|
Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. The school utilizes MTSS/RtI to support the academic improvement of students identified by the early warning system. The Collaborative Problem-Solving Team meets every Tuesday to discuss students experiencing academic difficulties. Students identified by the early warning system and the classroom teacher are assigned a targeted, evidence based intervention. A team consisting of administration, guidance, ESE, coaches, the classroom teacher, and parents meet to discuss the student. If necessary, the team will create Tier 2 interventions and set goals to monitor student progress. The team will reconvene in 6-8 weeks to look at student progress. If the goals have been met, the team will continue with interventions and create new goals. If the goal has not been met, Tier 3 interventions will be created and monitored. During these meetings, the team also looks at other indicators that may be hindering student progress and collaborate with the school social worker to provide support. This process is continuous and allows the team to monitor the academic performance of students across many different grades and ability levels. |
|
|
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By May 2027, Kindergarten Student ELA proficiency will improve from 67% to 70%, 1st grade will improve from 63% to 70%, and 2nd Grade will improve from 52% to 70%. This will be measured by the STAR Reading assessment administered in spring 2027.. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for ELA/Reading is to increase reading proficiency of 3rd graders from 64% to 72% and the learning gains of our lowest quartile students from 67% to 72% in 5th Grade and 56% to 70% in 4th grade. This will be measured through the end of year state ELA assessment. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for Math Instructional Practice is to increase the percentage of lowest quartile students in grades 3-5 achieving learning gains in mathematics from 55% to 70% the end of the 2026-2027 school year. This will be measured through state assessments and formative assessments conducted throughout the year. | Math Trainings on Campus | $0.00 | The progress in Math Instructional Practice will be monitored through regular formative assessments, classroom observations, and student work samples. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-SIP-CERP-Literacy-Leadership-Team-Contact-Information-26-27.pdf | Estela Renteria | 9/3/2026 |
| WEP_SIP_CERP_-School-Based-Reading--Plan-26-27.pdf | Ingrid Rosales | 9/3/2026 |
| Leadership-Literacy-Agenda.pdf | Estela Renteria | 9/8/2026 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26_Broward_Winston-Park-Elementary-School-_SAM_Dashboard.pdf | KAYDE SEWELL CAMPBELL | 8/6/2026 |
| 3091_08132026_Winston-Park-MTSS-Action-Plan-2627.pdf | Heidi Clay | 8/13/2026 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-SPBP-2627-.pdf | Mark Andriesse | 4/29/2026 |
| Winston-Park-ES-SPBP-Feedback-Form-2026-2027.pdf | Keyunta Tyler | 6/3/2026 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
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|---|---|---|---|---|---|---|---|---|---|
| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
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|---|---|---|---|---|---|---|---|---|---|---|
| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
|---|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 26-27-Attendance-SIP-Plan-Winston-Park-3091.pdf | Mark Andriesse | 9/2/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| School-counseling-plan-26-27.pdf | Gianna Piediscalzi | 8/27/2026 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3091-Winston-Park-BPIE-Assessment-2425.pdf | Mark Andriesse | 9/2/2026 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-ES-BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-STUDENT-(Grades-3-5)-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-PARENT-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1000013802.jpg | ERIKA SATIN | 9/2/2026 |
| School Name | School Grade (2025 - 2026) | A | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | No | ESSA School | No |
|
RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-Signature-Page.pdf | Devon O'Neal | 6/5/2026 |
|
Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. The school utilizes MTSS/RtI to support the academic improvement of students identified by the early warning system. The Collaborative Problem-Solving Team meets every Tuesday to discuss students experiencing academic difficulties. Students identified by the early warning system and the classroom teacher are assigned a targeted, evidence based intervention. A team consisting of administration, guidance, ESE, coaches, the classroom teacher, and parents meet to discuss the student. If necessary, the team will create Tier 2 interventions and set goals to monitor student progress. The team will reconvene in 6-8 weeks to look at student progress. If the goals have been met, the team will continue with interventions and create new goals. If the goal has not been met, Tier 3 interventions will be created and monitored. During these meetings, the team also looks at other indicators that may be hindering student progress and collaborate with the school social worker to provide support. This process is continuous and allows the team to monitor the academic performance of students across many different grades and ability levels. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By May 2027, Kindergarten Student ELA proficiency will improve from 67% to 70%, 1st grade will improve from 63% to 70%, and 2nd Grade will improve from 52% to 70%. This will be measured by the STAR Reading assessment administered in spring 2027.. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
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|
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Mid-Year Reflection |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for ELA/Reading is to increase reading proficiency of 3rd graders from 64% to 72% and the learning gains of our lowest quartile students from 67% to 72% in 5th Grade and 56% to 70% in 4th grade. This will be measured through the end of year state ELA assessment. | Science of Reading Training on Campus | $0.00 | The progress in ELA/Reading will be monitored through regular formative assessments, classroom observations, student work samples, and state assessments. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
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|
|||||||||||||||||||||
Mid-Year Reflection |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The specific measurable outcome for Math Instructional Practice is to increase the percentage of lowest quartile students in grades 3-5 achieving learning gains in mathematics from 55% to 70% the end of the 2026-2027 school year. This will be measured through state assessments and formative assessments conducted throughout the year. | Math Trainings on Campus | $0.00 | The progress in Math Instructional Practice will be monitored through regular formative assessments, classroom observations, and student work samples. Ongoing monitoring will help identify areas where students need additional support and allow for timely interventions to improve student achievement outcomes. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WPE-SIP-CERP-Literacy-Leadership-Team-Contact-Information-26-27.pdf | Estela Renteria | 9/3/2026 |
| WEP_SIP_CERP_-School-Based-Reading--Plan-26-27.pdf | Ingrid Rosales | 9/3/2026 |
| Leadership-Literacy-Agenda.pdf | Estela Renteria | 9/8/2026 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26_Broward_Winston-Park-Elementary-School-_SAM_Dashboard.pdf | KAYDE SEWELL CAMPBELL | 8/6/2026 |
| 3091_08132026_Winston-Park-MTSS-Action-Plan-2627.pdf | Heidi Clay | 8/13/2026 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-SPBP-2627-.pdf | Mark Andriesse | 4/29/2026 |
| Winston-Park-ES-SPBP-Feedback-Form-2026-2027.pdf | Keyunta Tyler | 6/3/2026 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
||||||
|---|---|---|---|---|---|---|---|---|---|
| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|
| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
|---|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 26-27-Attendance-SIP-Plan-Winston-Park-3091.pdf | Mark Andriesse | 9/2/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| School-counseling-plan-26-27.pdf | Gianna Piediscalzi | 8/27/2026 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3091-Winston-Park-BPIE-Assessment-2425.pdf | Mark Andriesse | 9/2/2026 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Winston-Park-ES-BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-STUDENT-(Grades-3-5)-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| Winston-Park-ES-BCPS-PARENT-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 9/8/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1000013802.jpg | ERIKA SATIN | 9/2/2026 |