| School Name | Park Springs ES (3171) | School Grade (2023 - 2024) | A |
| 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 | ||
| Executive Summary | Download/View Executive Summary | ||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| budget-sheet-2425-pse-3171.pdf | Rebecca Brier | 6/3/2024 |
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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 Signs data, it is evident that attendance in Kindergarten and 3rd grade have a high number students that are absent more than 10% of the school year. These grade levels are a concern as Kindergaren is the the first year of school and third grade is a mandatory retention year. We will be closely monitoring attendance in these grade levels and implementing strategies with our social worker, attendance cpst as well as alerting parents promptly regarding tardies and absences to ensure students are regular attendees and improve the attendance. Attendance will also be one of our SIP goals this year to assist in this process. We have also added attendance as an area of discussion for our team meetings 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, 2025, 50% of students in our lowest quartile will show a learning gain in math as measured by the 2024-2025 FAST Math Assessment. | Critical Content Math trainings (various self-paced and in person) throughout the school year. | $0.00 | IReady diagnostics, Topic assessments and cumulative assessments, FAST PM1-3, and intervention progress monitoring | ||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Is the Intended Outcome on target to being achieved for this specific Goal? | No | ||||||||||||||||||||
| Is desired progress being made to accomplish the intended outcome for this Goal by the end of the school year? | Yes | ||||||||||||||||||||
| Provide evidence of the implementation challenges and barriers the school encountered during the Fall semester. Describe the changes made to address these challenges and barriers. | |||||||||||||||||||||
| What were the identified strengths and weaknesses of each completed action step during implementation? | |||||||||||||||||||||
| Describe the new action steps needed to accomplish the intended outcome for the Goal. | |||||||||||||||||||||
| What measures were used to determine if the strategies/interventions were effective? | |||||||||||||||||||||
| What further action steps must be continued, or added, to sustain the Intended Outcome? | |||||||||||||||||||||
| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? | |||||||||||||||||||||
| What evidence indicates that you are progressing toward the Intended Outcome? | |||||||||||||||||||||
| Our math learning gains for our lowest quartile students has increased from 0% as measured by the FAST PM1 to 11% on PM2. |
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| Provide evidence that the data indicates a need for additional interventions to yield success in achievement, growth or to address learning loss. | |||||||||||||||||||||
| We are still 39 percentage points away from our goal of 50% of our lowest quartile students making learning gains in math. |
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| What further action steps must be continued, or added, to sustain the Intended Outcome? Is the scheduling of interventions sufficient to meet the needs of specified subgroups and low performing students? | |||||||||||||||||||||
| Teachers will continue to meet at team meetings to disaggregate data and continue monitoring the progress of their respective grade levels and subgroups, taking a closer look at the lowest quartile students’ data. Teachers will use the Gradual Release Model and move into targeted, small group instruction daily. Continue to implement the use of manipulatives as well as the MDIS Intervention resources. ESE Support Facilitators will continue to Push In/Pull Out ESE Students to remediate. Teachers will continue to attend Professional Learning Opportunities offered by the district’s Scale Up Program. We will also continue our Extended Learning Opportunities (ELO) camps after school for targeted students. Administration will continue classroom walkthroughs with feedback, support, and academic coaching. | |||||||||||||||||||||
| Additional Reflection | |||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By June 3, 2025, 70% of students in grades K to 2 will demonstrate proficiency in ELA, as measured by the 2024-2025 FAST STAR/Early Literacy Assessment. | Science of Reading Training, Intervention training for teachers and support from the Elementary Learning department in the area of reading. | $0.00 | IReady diagnostics, Benchmark Unit Assessments, STAR PM1-3, and intervention progress monitoring data | ||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Is the Intended Outcome on target to being achieved for this specific Goal? | No | ||||||||||||||||||||||||||
| Is desired progress being made to accomplish the intended outcome for this Goal by the end of the school year? | Yes | ||||||||||||||||||||||||||
| Provide evidence of the implementation challenges and barriers the school encountered during the Fall semester. Describe the changes made to address these challenges and barriers. | |||||||||||||||||||||||||||
| What were the identified strengths and weaknesses of each completed action step during implementation? | |||||||||||||||||||||||||||
| Describe the new action steps needed to accomplish the intended outcome for the Goal. | |||||||||||||||||||||||||||
| What measures were used to determine if the strategies/interventions were effective? | |||||||||||||||||||||||||||
| What further action steps must be continued, or added, to sustain the Intended Outcome? | |||||||||||||||||||||||||||
| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? | |||||||||||||||||||||||||||
| What evidence indicates that you are progressing toward the Intended Outcome? | |||||||||||||||||||||||||||
Our ELA Proficiency data in grades K-2 has increased from 28% on PM1 to 50% on PM2.
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| Provide evidence that the data indicates a need for additional interventions to yield success in achievement, growth or to address learning loss. | |||||||||||||||||||||||||||
We are still 20 percentage points away from our goal of 70% proficiency in grades K-2 on Star PM3.
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| What further action steps must be continued, or added, to sustain the Intended Outcome? Is the scheduling of interventions sufficient to meet the needs of specified subgroups and low performing students? | |||||||||||||||||||||||||||
Teachers will continue to meet in PLCs and team meetings to disaggregate data and continue progress monitoring thier 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 will look at STAR and Iready data from PM2 and use the Iready Scaffolding and the Reading Components Chart on Elementary Learning and follow the Suggested Instructional Pathways to help with forming the targeted groups and which Intervention resources to use to close those gaps. Administration will also continue classroom walkthroughs with feedback, support and academic coaching.
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| Additional Reflection | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By June 3, 2025, 75% of students in grades 3 to 5 will demonstrate proficiency in ELA, as measured by the 2024-2025 FAST ELA Assessment. | Science of Reading Training, Intervention training for teachers and support from the Elementary Learning department in the area of reading. | $0.00 | IReady diagnostics, Benchmark Unit Assessments, FAST PM1-3, and intervention progress monitoring data. | ||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||||||||
|
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Mid-Year Reflection |
|||||||||||||||||||||||||||
| Is the Intended Outcome on target to being achieved for this specific Goal? | No | ||||||||||||||||||||||||||
| Is desired progress being made to accomplish the intended outcome for this Goal by the end of the school year? | Yes | ||||||||||||||||||||||||||
| Provide evidence of the implementation challenges and barriers the school encountered during the Fall semester. Describe the changes made to address these challenges and barriers. | |||||||||||||||||||||||||||
| What were the identified strengths and weaknesses of each completed action step during implementation? | |||||||||||||||||||||||||||
| Describe the new action steps needed to accomplish the intended outcome for the Goal. | |||||||||||||||||||||||||||
| What measures were used to determine if the strategies/interventions were effective? | |||||||||||||||||||||||||||
| What further action steps must be continued, or added, to sustain the Intended Outcome? | |||||||||||||||||||||||||||
| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? | |||||||||||||||||||||||||||
| What evidence indicates that you are progressing toward the Intended Outcome? | |||||||||||||||||||||||||||
| Our ELA data in grades 3-5 has increased from 42% on PM1 to 56% on PM2. Our iReady data is also trending higher, increasing from 43% to 62% on Diagnostic 2. | |||||||||||||||||||||||||||
| Provide evidence that the data indicates a need for additional interventions to yield success in achievement, growth or to address learning loss. | |||||||||||||||||||||||||||
| We are still 19 percentage points away from our goal of 75% proficiency in grades 3-5 on FAST PM3. | |||||||||||||||||||||||||||
| What further action steps must be continued, or added, to sustain the Intended Outcome? Is the scheduling of interventions sufficient to meet the needs of specified subgroups and low performing students? | |||||||||||||||||||||||||||
| Teachers will continue to meet in PLCs and team meetings to disaggregate data and continue progress monitoring thier 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 will continue as well as targeted professional learning sessions in the area of ELA. Administration will also continue classroom walkthroughs with feedback, support and academic coaching. | |||||||||||||||||||||||||||
| Additional Reflection | |||||||||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 9997_08232024_SIP-K12-CERP-LLT-Contact-Information-Assurances-2425.pdf | Rebecca Cimaglia | 9/20/2024 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3171_09192024_MTSS-Action-Plan-Park-Springs-Elementary-24-25.pdf | Rebecca Cimaglia | 9/19/2024 |
| Fall_24_Broward_Park-Springs-Elementary_SAM_Dashboard.pdf | KAYDE SEWELL CAMPBELL | 2/4/2025 |
RtI Team Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| LSW-Action-Plan--2024-2025.pdf | Rebecca Cimaglia | 10/1/2024 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SPBP_ParkSprings_2425.pdf | Denise Hanson | 4/30/2024 |
| PARK-SPRINGS-ELEMENTARYSPBP-Feedback-Form-2024-2025.pdf | Amber Jennings | 9/16/2024 |
| 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_SIP-Attendance-Plan-24-25.pdf | Denise Hanson | 9/20/2024 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Annual-School-Counseling-Plan-24-25.pdf | Rebecca Cimaglia | 9/13/2024 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3171_091724_PSE-3171_24-25-SIP-Equity-and-Prevention-Plan-of-Action.pdf | Rebecca Cimaglia | 9/17/2024 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3171_09222023_3171_10252022_Park-Springs-BPIE_2021.pdf | Rebecca Cimaglia | 9/13/2024 |
| 3171_08282024_BPIE-Implementation-24-25-(2).pdf | Rebecca Cimaglia | 9/19/2024 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SurveysReportPrint8813089622370457334.pdf | Denise Hanson | 9/23/2024 |
| SurveysReportPrint2784963878350932036.pdf | Denise Hanson | 9/23/2024 |
| SurveysReportPrint2546103378815954008.pdf | Denise Hanson | 9/23/2024 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3171_09162024_24-25-PSE_Cultural-Awareness.pdf | Rebecca Cimaglia | 9/18/2024 |
| 3171_09162024_24-25_PSE_Catch-Them-Being-Great.pdf | Rebecca Cimaglia | 9/18/2024 |
| 3171_PSE_FACE_Plan_Programs-and-Services-Checklist-24-25.pdf | Rebecca Cimaglia | 12/20/2024 |
| 3171_PSE_FACE-Plan.pdf | Rebecca Cimaglia | 12/20/2024 |
| 3171_PSE_-FACE_Customer_Service_Activity.pdf | Rebecca Cimaglia | 12/20/2024 |
| 3171_Resiliency-Artifact-Sign-In.pdf | Rebecca Cimaglia | 12/20/2024 |