| School Name | Country Hills ES (3111) | 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 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Executive-Summary-25-26-SY.pdf | Rowena Thomas | 9/4/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Projection-of-Revenue-Worksheet-2026-Budget-(2).pdf | Rowena Thomas | 6/30/2025 |
|
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. We follow the grade level identification/intervention decision tree chart from BCPS Office of Academics to implement a Multi-Tiered System of Supports (MTSS). MTSS is a framework that uses problem-solving and data to identify student needs and guide decision-making. MTSS strives to accelerate the performance of all students. MTSS integrates academic and behavioral instruction, as well as interventions to help provide support for students not meeting desired levels of reading performance. The four steps of the problem-solving process are |
|
|
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By May 2026, students in grades 3-5 will demonstrate an increase from 72% to 75% in proficiency in ELA as measured by the 2026 Florida Assessment of Student Thinking. | UFLI & Science of Reading | Student progress will be monitored using the Florida Assessment of Student Thinking (May 2025 PM 3 and PM 3 May 2026). | |||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| Challenges: 1. Class sizes are huge 2. Collapsing of a third grade class due to teachers health 3. 4th grade struggling with first year of departmentalization (switching and behavior challenges). Changes: 1. Redid support schedule to provide addtitional support in 3rd grade 2. Hiring an additional para to provide support. 3. Provide intense support, modeling and guidance to assist 4th grade |
|||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| 1. UFLI has been showing strong foundational skills for our primary students. 2. Magnetic Reading is used in grades 3-5 in small and whole group to support reading comprehension. |
|||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| 1. Begin "Early Bird" reading camp for third graders at risk of not meeting proficiency. 2. Restructure W.I.N. groups to support students in reading and math. 3. Teachers will own their own data through close analysis and shifting instructional focus based on students' needs. |
|||||||||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| To sustain the intended outcome, we will continue to support students' needs through our inclusive push-in model. Teachers will continue to attend PLCs, leadership meetings, and Science of Reading training. We will also be creative to address ELO Academic Camps to meet the needs of students who were identified as needing additional support based on the data from the 2025 PM 2 Florida Assessment of Student Thinking. | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By May 2026, students in K-2 will have an increase from 70% in proficiency by 75% on STAR reading assessment in ELA | UFLI & Science of Reading | Student progress will be monitored using the STAR reading assessment (May 2025 PM 3 and PM 3 May 2026). | |||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
Challenges:
Changes:
|
|||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
Strengths:
Weaknesses:
|
|||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| New Actions: 1. Student data chats. 2. Encourage teachers to seek out virtual trainings that support professional learning and student success. |
|||||||||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| NA | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By May 2026, 65% of students in bottom quartile in grades 3-5 will demonstrate a learning gain in Math as measured by the 2026 Florida Assessment of Student Thinking. | Teachers will engage in professional development focused on a systematic approach to accelerating student achievement in mathematics. | Student progress will be monitored using the Florida Assessment of Student Thinking (May 2025 PM 3 and PM 3 May 2026). | |||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
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. | |||||||||||||||||||||
| As a school we were not using District MDIS lessons for small group remediation and intervention support. Also we were not doing math durin WIN time. District North Region Instructional Facilitator attended collaborative planning with grade levels to restructure remediation and intervention in the classroom. WIN groups have been reorganzied to include math support and enrichment amongst grade level. |
|||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
| Teachers were struggling to meet with small groups to provide reteach and intervention lessons based on the district's 60-minute math block. All grade levels have been staying on pace with the district scope and sequence and using Peformance Matters to collect data. |
|||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
| After Spring Break, our "Early Birds" ELO opportunity will target bottom quartile math students. Student data chats conducted by the leadership team will focus on the bottom quartile students. |
|||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||
| Leadership team will conduct learning walks to monitor the use of the MDIS lessons and small group instruction in math. | |||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Comprenhensive-Reading-Plan-CHE-25-26.pdf | Angela Scalici-Young | 9/8/2025 |
| CERP-CHE-Literacy-Leadership-Agenda-25-26.pdf | Angela Scalici-Young | 9/9/2025 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Spring_25_Broward_Country-Hills-Elementary-School_SAM_Dashboard.pdf | Angela Scalici-Young | 9/4/2025 |
| Country-Hills-MTSS-Plan-25-26.pdf | Angela Scalici-Young | 9/4/2025 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| CHE-SPBP-25-26.pdf | Rowena Thomas | 4/28/2025 |
| Country-Hills-ES-Feedback-2025-2026.pdf | Elizabeth Figueroa-Torres | 5/20/2025 |
| 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 |
|---|---|---|
| Attendance-Plan.pdf | Rowena Thomas | 9/5/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| School-Counseling-Plan.pdf | Rowena Thomas | 9/4/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SBPIE_2425_063111-(1).pdf | Rowena Thomas | 6/6/2025 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Country-Hills-ES-Staff-Survey-2025.pdf | Rowena Thomas | 9/8/2025 |
| Country-Hills-ES-Parent-Survey-2025.pdf | Rowena Thomas | 9/8/2025 |
| Country-Hills-Student-Survey-2025.pdf | Rowena Thomas | 9/8/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Location-of-FACE-Space_CHE_2526.pdf | Lindsey Harrington | 9/4/2025 |
| CountryHillsElem_FACE_SPACE_Task2.pdf | Lindsey Harrington | 10/13/2025 |
| CountryHillsElem_FACE_SPACE_layout-plan.pdf | Lindsey Harrington | 10/13/2025 |
| Face-Space-January26.pdf | Lindsey Harrington | 4/9/2026 |
| Face-Space-February26.pdf | Lindsey Harrington | 4/9/2026 |
| Face-Space-March26.pdf | Lindsey Harrington | 4/9/2026 |
| Face-Space-April26.pdf | Lindsey Harrington | 4/9/2026 |