School Info

School Name Winston Park ES (3091) School Grade (2024 - 2025)
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

Executive Summary

Executive Summary

 

File Name File Uploaded By Upload Date
Executive-Summary-2025-2026.pdfERIKA SATIN9/12/2025

School Budget Signature Page

School Budget Signature Page

 

File Name File Uploaded By Upload Date
Winston-Park-Budget-Signature-2025-Updated.pdfMark Andriesse9/29/2025

High Quality Instruction

Early Warning Indicators

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.

 

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: ELA K-2

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, Kindergarten Student ELA proficiency will improve from 84% to 87%, 1st grade will improve from 63% to 70%, and 2nd Grade will improve from 62% to 70%. This will be measured by the STAR Reading assessment administered in spring 2026. Science of Reading Training is scheduled for the full staff. $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
Evidence-based Intervention/Strategy 1 The evidence-based interventions being implemented include the use of high-quality instructional materials aligned with state standards, targeted small-group instruction, and professional development for teachers on effective instructional strategies. Benchmark Intervention and UFLI will be the primary interventions for this subgroup in Reading. These interventions were selected based on their proven effectiveness in improving outcomes for K-2 students.
Person(s) Responsible Renteria and Rosales
Deadline 6/1/2026
Evidence-based Intervention/Strategy 2 Utilize teacher provided interventions during in class.
Person(s) Responsible O'Neal and Andriesse
Deadline 6/1/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
Our data shows progress toward our goal of 70% reading achievement. Kindergarten leads with 79% of students proficient on STAR Early Literacy or STAR Reading, followed by 51% in first grade and 37% in second grade.

Challenges included large class sizes in Kindergarten, which were addressed by creating an additional class to reduce student numbers. Another challenge occurred when a teacher went on leave early in the year; however, a qualified interim teacher was secured to ensure instructional continuity for the remainder of the semester.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
We continue to implement high-quality, research-based instruction using district-approved intervention resources, including Benchmark Advance and UFLI, to intentionally support students through differentiated small-group instruction. We are also providing Science of Reading professional development to ensure teachers have current, research-aligned knowledge. While circumstances beyond our control have limited the number of sessions completed to date, this work remains a priority.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Mid-year data chats have helped us identify new instructional focus areas while maintaining fluid and flexible small groups. Ongoing progress-monitoring data indicates that we are on track to meet our school goals.

Area of Focus: Math

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 4-5 achieving learning gains in mathematics from 17% to 70% in 5th grade and 67% to 70% in 4th grade by the end of the 2025-2026 school year. This will be measured through state assessments and formative assessments conducted throughout the year. Elementary Math Manipulatives Training will take place in September. $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
Evidence-based Intervention/Strategy 1 The evidence-based interventions being implemented include the use of high-quality instructional materials aligned with state standards, targeted small-group instruction, and professional development for teachers on effective math instruction strategies. SAAVAS MDIS Intervention and Moving with Math will be the primary intervention tool for struggling math students. These interventions were selected based on their proven effectiveness in improving math outcomes.
Person(s) Responsible Heidi Clay
Deadline 6/9/2026
Evidence-based Intervention/Strategy 2 Utilize math manipulatives at Tier 1 and in small groups across all grade levels.
Person(s) Responsible O'Neal and Andriesse
Deadline 6/9/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
Our data indicates that 10% of fourth-grade lowest-quartile and 11% of fifth-grade lowest quartile students are currently demonstrating learning gains in Math. 
However, at the time PM2 was administered, less than half of the grade‑level content had been taught in both grade levels.

One challenge the school encountered during the Fall semester was inconsistent attendance of a fifth-grade teacher whose class included 9 of the school’s 21 lowest-quartile math students. To address this, the class size was reduced to 15 students to allow for more targeted support. Additionally, the math coach provides direct instruction in math when the assigned teacher is absent to ensure continuity of instruction and minimize disruption to student learning.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?

The interventions show strengths in providing standards‑aligned materials, targeted small‑group instruction, and strong teacher support through professional development and SAAVAS MDIS. Their main weaknesses center on the need for consistent teacher training, intentional implementation, and effective classroom management—especially when using manipulatives and technology‑based tools. Overall, the strategies are effective when supported with ongoing guidance and structured use.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
To accomplish the intended outcomes, we need to strengthen core instruction by ensuring priority standards are taught on pace, increase the consistency of targeted small‑group interventions using SAAVAS MDIS, and expand the purposeful use of manipulatives. Additionally, continued progress monitoring and data‑driven adjustments will help ensure students receive timely support. Strengthening teacher coaching and implementation fidelity will further accelerate growth for students in the lowest quartile.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
We are making progress, but current data shows that our lowest‑quartile students still need more targeted and consistent math support to accelerate growth. Strengthening Tier 1 instruction, intervention fidelity, and the strategic use of manipulatives will be essential as we move forward. With continued focus and aligned efforts, we are well‑positioned to improve student outcomes in the coming months.

Area of Focus: Students with Disabilities

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
The specific measurable outcome for SWD is to increase grade-level proficiency from 46% to 56% by the end of the 2025-2026 school year. This will be measured through the end of year state ELA assessment. Science of Reading Training is scheduled for the full staff. $0.00 The progress of SWD 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. iReady Diagnostic data will be used as interim assessment results.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 The evidence-based interventions being implemented include the use of high-quality instructional materials aligned with state standards, targeted small-group instruction, and professional development for teachers on effective instructional strategies. Benchmark Intervention and UFLI will be the primary interventions for this subgroup in Reading. These interventions were selected based on their proven effectiveness in improving outcomes for ESSA subgroups
Person(s) Responsible Rimler, Jenkins, Cimbal
Deadline 6/17/2026
Evidence-based Intervention/Strategy 2 Utilize teacher provided interventions during in class.
Person(s) Responsible O'Neal and Andriesse
Deadline 6/1/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? No
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
The school encountered several implementation challenges during the Fall semester, including inconsistent use of instructional materials, varying levels of staff readiness, and a shortage of an ESE support facilitator throughout the first quarter. Additionally, the need to more intentionally embed science content within reading instruction for fifth‑grade ESE students created further gaps in instructional alignment. In response, the school implemented full‑staff Science of Reading training, strengthened progress‑monitoring systems, and restructured support to ensure more consistent delivery of interventions and integrated content.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
We used UFLI as a reading/phonics intervention for SWDs. Across grades 3 to 5, there was a decrease in the number of Level 1 (lowest proficiency) students and an increase in proficient students (Levels 3-5). For example, Grade 3 saw Level 1 students decrease from 20 to 17 and proficient students increase from 2 to 4. Overall, proficient students in grades 3-5 increased from 10 to 16. UFLI was key to addressing phonics gaps and reducing the number of level 1s and increasing level 3 and above.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
To accomplish the intended outcome for the Area of Focus, the school will need to provide continued professional development on high‑leverage instructional practices and ensure consistent coaching support for teachers implementing interventions. Additional actions include strengthening collaborative planning between ESE and general education staff and the ESE District Department to better integrate content and align small‑group instruction, as well as ensuring full staffing so intervention delivery is uninterrupted. Enhanced use of progress‑monitoring data will also be necessary to refine interventions and respond promptly to student needs.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
Additional reflections for this Area of Focus highlight the importance of maintaining consistent communication and collaboration between ESE and general education teams to ensure instructional alignment and effective intervention delivery. Strengthening these collaborative structures, along with ensuring stable staffing and ongoing professional learning, will be critical to sustaining progress. Continued focus on data‑driven decision‑making and early identification of skill gaps will help ensure that students with disabilities receive timely, targeted support that accelerates their growth.

Area of Focus: ELA 3-5

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 73% to 76% and the learning gains of our lowest quartile students from 50% to 70% 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 is scheduled for the full staff. $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
Evidence-based Intervention/Strategy 1 The evidence-based interventions being implemented include the use of high-quality instructional materials aligned with state standards, targeted small-group instruction, and professional development for teachers on effective literacy instruction strategies. Benchmark Intervention and SIPPS will be the primary interventions for struggling students. These interventions were selected based on their proven effectiveness in improving literacy outcomes.
Person(s) Responsible Renteria and Rosales
Deadline 6/9/2026
Evidence-based Intervention/Strategy 2 The evidence-based interventions being implemented include the use of high-quality instructional materials aligned with state standards, targeted small-group instruction, and professional development for teachers on effective literacy instruction strategies. Benchmark Intervention and SIPPS will be the primary interventions for struggling students. These interventions were selected based on their proven effectiveness in improving literacy outcomes.
Person(s) Responsible O'Neal and Andriesse
Deadline 6/9/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.

Our data indicates that 39% of third-grade students are currently demonstrating proficiency. In both third and fifth grade, students in the lowest quartile are performing slightly above the midpoint (35%), indicating we are on target. Fourth grade is currently slightly below the 30% lowest quartile learning gains benchmark; however, we are confident that scores will improve during Semester 2.

Challenges encountered during the fall semester include staffing and class size concerns. In fifth grade, one classroom serving a high concentration of lowest-quartile students has experienced inconsistent teacher attendance. In response, class size has been reduced and instructional coaching support has been provided to ensure continuity of instruction during absences. In third grade, larger class sizes remain a challenge; however, we plan to implement in-school tutoring to further support teachers and students in meeting schoolwide proficiency and lowest-quartile learning gains goals.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
We continue to implement high-quality, research-based instruction using district-approved intervention resources, including Benchmark Advance and UFLI for SWD to intentionally support students through differentiated small-group instruction. We are also providing Science of Reading professional development to ensure teachers have current, research-aligned knowledge. While circumstances beyond our control have limited the number of sessions completed to date, this work remains a priority.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Mid-year data chats have helped us identify new instructional focus areas while maintaining fluid and flexible small groups. Ongoing progress-monitoring data indicates that we are on track to meet our school goals. We plan to implement in-school tutoring to further support teachers and students in meeting schoolwide proficiency and lowest-quartile learning gains goals.
 

K-12 Comprehensive Reading Plan

 

File Name File Uploaded By Upload Date
2526_SIP-K12-CERP-Literacy-Leadership-Contact-Information.docxEstela Renteria9/12/2025
2025-2026-Agenda-(SIP).docxEstela Renteria9/12/2025
2025-2026-Sign-in-Literacy-Meeting-.pdfEstela Renteria9/12/2025
9997_08022025_BCPSCERP2526_FINAL.pdfMark Andriesse9/14/2025

Resources

Safe and Supportive Environment

Professional Learning Communities (PLC)

PLC Meeting Schedule

PLC Name Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Grade  
2025-2026 3091 Math 5 Tuesday
 2nd 8/4/2025 - 4/21/2026 2:00 PM - 3:00 PM 5
2025-2026 3091 Math 4 Tuesday
 2nd 8/4/2025 - 4/21/2026 2:00 PM - 3:00 PM 4
2025-2026 3091 Math 3 Tuesday
 2nd 8/4/2025 - 4/21/2026 2:00 PM - 3:00 PM 3
2025-2026 3091 Reading 2 Tuesday
 2nd 8/4/2025 - 4/21/2026 2:00 PM - 3:00 PM 2
2025-2026 3091 Reading 1 Tuesday
 2nd 8/4/2025 - 4/21/2026 2:00 PM - 3:00 PM 1
2025-2026 3091 Reading Kindergarten Tuesday
 2nd 8/4/2025 - 4/21/2026 2:00 PM - 3:00 PM Pre K, KG

Response to Intervention (MTSS/RtI) Plan

 

File Name File Uploaded By Upload Date
Spring_25_Broward_Winston-Park-Elementary-School-_SAM_Dashboard.pdfKAYDE SEWELL CAMPBELL4/9/2026

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times
Tuesday
 1st, 2nd, 3rd, 4th, 5th 9/16/2025 - 5/20/2025 8:00 AM - 2:30 PM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name File Uploaded By Upload Date
Winston-Park-SPBP-25-26.pdfMark Andriesse4/28/2025
Winston-Park-ES-Feedback-2025-2026.pdfAlicia Forbes5/19/2025

Attendance Plan

Total School AVG

    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 %

Grade Level Breakdown

      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
Winston-Park-SIP-Attendance-Plan-25-26.pdfMark Andriesse9/14/2025

School Counseling Plan

 

File Name File Uploaded By Upload Date
WinstonParkSchoolCounselingPlan2526.pdfMark Andriesse8/15/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name File Uploaded By Upload Date
SBPIE_2425_063091.pdfMark Andriesse7/9/2025

Effective Communication

SAC Documentation

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date
SAF-MARCH.pdf March SAF Agenda, Attendance, Minutes 3/31/2026
SAC-March.pdf March SAC Agenda, Attendance, Minutes 3/31/2026
SAF-Feb-(1).pdf February SAF Agenda, Attendance, Minutes 2/25/2026
SAC-Feb-(2).pdf February SAC Agenda, Attendance, Minutes 2/25/2026
WPE-SAC.SAF-Dec.pdf December SAC/SAF Agenda, Attendance, Minutes 2/23/2026
WPE-SAC.SAF-Jan.pdf January SAC/SAF Agenda, Attendance, Minutes 2/23/2026
Oct-SAC-2025.pdf October SAC Agenda, Attendance, Minutes 12/14/2025
SAF-OCT-2025.pdf October SAF Agenda, Attendance, Minutes 12/14/2025
SAC-Nov-2025.pdf November SAC Agenda, Attendance, Minutes 12/14/2025
SAF-Nov-2025.pdf November SAF Agenda, Attendance, Minutes 12/14/2025
SAF-September-Minutes.pdf September SAF Agenda, Attendance, Minutes 10/6/2025
25-26-SAC_SAF-Meeting-Schedule-Flyer-(2).pdf September SAF Meeting Dates 10/6/2025
SAC-Composition-2025.26.pdf September SAC Composition 10/6/2025
SAC-Minutes-Sept.pdf September SAC Agenda, Attendance, Minutes 10/6/2025
SAC-By-Laws-2025.pdf September SAC ByLaws 9/27/2025
25-26-SAC_SAF-Meeting-Schedule-Flyer-(2).pdf September SAC Meeting Dates 9/18/2025

Cognia eProve Survey Results

 

File Name File Uploaded By Upload Date
WinstonPark2425ParentSurvey.pdfCarolyn Elizabeth Eggelletion6/6/2025
WinstonPark2425StaffSurvey.pdfCarolyn Elizabeth Eggelletion6/6/2025
WinstonPark2425StudentSurvey.pdfCarolyn Elizabeth Eggelletion6/6/2025

Family and Community Engagement (FACE) Plan

 

File Name File Uploaded By Upload Date
Winston-Park-Elem-FACE-BB.jpegERIKA SATIN9/25/2025

Select a Different School

Go back to Select a Different School