| School Name | Park Springs ES (3171) | School Grade (2024 - 2025) | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | No | ESSA School | No |
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RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3171-25-26_PSE_Executive-Summary.pdf | Rebecca Cimaglia | 9/12/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3171_PSE_School-Budget-Signature--25-26.pdf | Rebecca Cimaglia | 7/17/2025 |
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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. When looking at our Early Warning Indicators data, it is evident that attendance in Kindergarten, first, and fifth grade each have a high number of students that are absent more than 10% of the school year. Last year we had two grade levels that had high absent rates, this year we now have three grade levels that have high absent rates. It is concerning that there almost 50 students in Kindergarten and 1st grade combined that are absent more than 10% of the school year. These students are missing foundational literacy (phonics) and math skills that are essential to be successful in the upper grades. In addition, the fifth-graders are missing critical instruction in each core subjects necessary to reach proficiency levels by PM3. We will be closely monitoring attendance in these grade levels and implementing strategies with our social worker, attendnce CPST, as well as, alerting parents promptly regarding tardies and absences to ensure students are regular attendees and improve the attendance. We have also added attendance as an area of discussion for our team meetings and PLCs to ensure that teachers are looking at attendance data and trends to assist in the process with families. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By June 3, 2026, the number of students in grades K to 2 demonstrating proficiency in ELA will increase from 70% to 75%, as measured by the 2025-2026 FAST STAR/Early Literacy Assessment. | Science of Reading Training, UFLI, Intervention training for teachers, Support from the Elementary Learning Department in the area of Reading | $0.00 | iReady Diagnostics, Benchmark Advance Unit Assessments, FAST ELA Progress Monitoring 1-3, and intervention progress monitoring data | ||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| 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. | |||||||||||||||||||||||||||
| One implementation challenge the school encountered during the Fall Semester had to do with staffing issues in Kindergarten. At the beginning of the year, Park Springs was down a Kindergarten Classroom teacher that was not able to be replaced for months. During that time the remaining kindergarten classes large numbers of students. Teachers had to strategically plan groups, differentiate lessons, and continue to provide rigor to meet the needs of diverse learners in the classrooms. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Park Springs implemented several evidence-based strategies to offset the challenges faced in the Fall. Professional Learning Community (PLC) data cycles enhanced collaboration, shared accountability, and instructional consistency. Teachers will continue to meet in PLCs and team meetings to disaggregate data and continue progress monitoring their respective grade levels and subgroups. Teachers will continue their 90-minute uninterrupted ELA instructional block with daily small-group targeted instruction, Grade levels will work with students during their (WIN-intervention time) daily to close achievement gaps. Teachers are working together to close gaps and share best practices, it is evident that teachers are planning together. | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By June 3, 2026, the number of students in our lowest quartile making a learning gain in ELA will increase from 56% to 60%,as measured by the 2025-2026 FAST ELA Assessment. | Science of Reading Training, Intervention trainings for teachers and support from the Elementary Learning Department in the area of reading | $0.00 | IReady diagnostics, Benchmark Advance Unit assessments, FAST ELA PM1-3, and intervention progress monitoring | ||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| 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. | |||||||||||||||||||||||||||
| A primary implementation challenge Park Springs faced in grades 3 to 5 this year dealt with the unexpected vacancy of a 5th grade teacher and an ESE Support facilitator. There was a temporary decrease in the frequency of coaching cycles because our Instructional Coach had to provide classroom coverage for 5th grade, one change that was made was to pair mentor teachers with newer teachers to ensure that support was still provided to our newer teachers. An emphasis on teacher collaboration and collective efficacy in our PLCs assisted with overcoming this challenge. With the loss of the 5th grade teacher, the decision was made to split the students and disperse them into the remaining 5th grade classes, this created an increase in the student to teacher ratio in the remaining classes. If teachers adjust intervention groups, realign resources, and provide strategic intervention, we will be able to reach our intended goal. Our remaining ESE facilitators had to adjust schedules with the support of district ESE personnel, to ensure that all IEPs plans were being implemented correctly and monitored during the transition. Park Springs remains on track to reach the intended lowest quartile learning gains ELA goal of 60% by June 3rd, 2026. Our PM2 Data for the lowest quartile learning gains increase to 46%, which is still 14 points away from our intended goal for PM3. We will continue to work as a collective team to ensure that all school improvement goals are met. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Park Springs implemented several evidence-based strategies to offset the loss of two critically important staff members. Professional Learning Community (PLC) data cycles enhanced collaboration, shared accountability, and instructional consistency. Teachers will continue to meet in PLCs and team meetings to disaggregate data and continue progress monitoring their respective grade levels and subgroups. Teachers will continue their 90-minute uninterrupted ELA instructional block with daily small-group targeted instruction, Grade levels will work with students during their (WIN-intervention time) daily to close achievement gaps. One strength that is noticed as we perform our instructional walkthroughs is collaborative planning is evident. Teachers are working together to close gaps and share best practices, it is evident that teachers are planning together. We have also begun our Extended Learning Opportunities (ELO) camps after school for targeted students. Push-In support groups in third grade, as well as in fourth grade. Targeted professional learning sessions in the area of ELA and ELL/SWD scaffolding strategies will continue to be reviewed and offered throughout the year. One weakness PSE has with the implementation of scaffolding is balancing providing support and using the gradual release model; however, teachers are providing more opportunities for student discourse and use of anchor charts, sentence stems, academic vocabulary. Administration will also continue classroom walkthroughs with feedback, support and academic coaching to ensure teachers are providing scaffolding for their ELL and SWD students. | |||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| Park Springs has implemented an “all hands on deck” approach to ensure that most fragile students in the lowest quartile are making learning gains in ELA. This new initiative is called the Principal Panther Pack. Goal setting and quarterly monitoring and celebrations will occur. All support facilitators will be assisting to ensure that all students are making a year’s worth of growth. Teachers will continue to have high expectations and ensure that rigorous grade-level instruction is being instructed. ESE and ELL support facilitators will continue to support the intermediate teachers and provide additional scaffolding strategies that can be implemented in the classroom. PSE will continue to use weekly and unit progress monitoring tools and assessment to continue to adjust instruction based on students’ needs and gaps. | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By June 3, 2026, the number of students in grades 3 to 5 demonstrating proficiency in ELA will increase from 74% to 78%, as measured by the 2025-2026 FAST ELA Assessment. | Science of Reading Training, Intervention training for teachers, Support from the Elementary Learning Department in the area of Reading | $0.00 | iReady Diagnostics, Benchmark Advance Unit Assessments, FAST ELA Progress Monitoring 1-3, and intervention progress monitoring data | ||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| 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. | |||||||||||||||||||||||||||
| A primary implementation challenge Park Springs faced in grades 3 to 5 this year dealt with the unexpected vacancy of a 5th grade teacher and an ESE Support facilitator. There was a temporary decrease in the frequency of coaching cycles because our Instructional Coach had to provide classroom coverage for 5th grade, one change that was made was to pair mentor teachers with newer teachers to ensure that support was still provided to our newer teachers. An emphasis on teacher collaboration and collective efficacy in our PLCs assisted with overcoming this challenge. With the loss of the 5th grade teacher, the decision was made to split the students and disperse them into the remaining 5th grade classes, this created an increase in the student to teacher ratio in the remaining classes. If teachers adjust intervention groups, realign resources, and provide strategic intervention, we will be able to reach our intended goal. Despite the challenges faced due to staffing, Park Springs remains on track to reach the intended proficiency goal of 78% by June 3rd, 2026. Our ELA data in grades 3-5 has increased by 15% from 46% on PM1 to 61% on PM2. We are still 17 percentage points away from our intended goal. We will continue to work as a collective team to ensure that all school improvement goals are met. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Park Springs implemented several evidence-based strategies to offset the loss of two critically important staff members. Professional Learning Community (PLC) data cycles enhanced collaboration, shared accountability, and instructional consistency. Teachers will continue to meet in PLCs and team meetings to disaggregate data and continue progress monitoring their respective grade levels and subgroups. Teachers will continue their 90-minute uninterrupted ELA instructional block with daily small-group targeted instruction, Grade levels will work with students during their (WIN-intervention time) daily to close achievement gaps. We have also begun our Extended Learning Opportunities (ELO) camps after school for targeted students. Push-In support groups in third grade, as well as in fourth grade. Targeted professional learning sessions in the area of ELA and ELL/SWD scaffolding strategies will continue to be offered. Administration will also continue classroom walkthroughs with feedback, support and academic coaching. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| One new action being implemented in quarter 3 based on the mid-year data is the implementation of weekly coach’s meeting(s). Teachers in grades 3 to 5 are invited to join mini-data chats with the administration and the instructional coach. Monthly optional team planning days are also available for teachers to join to collaborate, plan, and share best practices. | |||||||||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3171_08022025_2526_PSE_SIP-K12-CERP-Literacy-Leadership-Contact-Information-.docx | Rebecca Cimaglia | 9/11/2025 |
| Literacy-Leadership.pdf | Rebecca Cimaglia | 10/6/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3171_PSE_MTSS-Action-Plan-25-26-.pdf | Rebecca Cimaglia | 9/12/2025 |
| 3171_-Spring_25_Broward_Park-Springs-Elementary-School_SAM_Dashboard.pdf | Rebecca Cimaglia | 9/17/2025 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SPBP-25-26_Park-Springs-Elementary.pdf | Denise Hanson | 4/30/2025 |
| Park-Springs-ES.pdf | Antonio Burgess | 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) |
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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 |
|---|---|---|
| 3171_PSE-SIP-Attendance-Plan-25-26.pdf | Rebecca Cimaglia | 9/12/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3171_Annual-School-Counseling-Plan-2025-2026-(Park-Springs-Elementary-School).pdf | Rebecca Cimaglia | 9/12/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3171_PSE_BPIE_2025-2028.pdf | Rebecca Cimaglia | 7/17/2025 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3171_PSE_BCPS_Intermediate_Student-Customer-Survey-2025-Results.pdf | Rebecca Cimaglia | 9/12/2025 |
| 3171_PSE_BCPS_Parent-Customer-Survey-Results-2025.pdf | Rebecca Cimaglia | 9/12/2025 |
| 3171_PSE_BCPS_Staff-Customer-Survey-Results-2025.pdf | Rebecca Cimaglia | 9/12/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3171_PSE-FACE-Space.jpg | Rebecca Cimaglia | 9/12/2025 |
| FACE-Plan-Task-3.jpg | Rebecca Cimaglia | 10/31/2025 |