School Name	Indian Trace ES (3181)	School Grade (2024 - 2025)
Title 1 School	No	School Improvement (SI)	No
School of Excellence	Yes	ESSA School	No
RAISE Reading Achievement Initiative for Scholastic Excellence	No
SAC Documentation/SAC Upload Center

Executive Summary

 

File Name	File Uploaded By	Upload Date
Indian-Trace-Elementary-EXECUTIVE-SUMMARY-2025.2026-final.pdf	Renell Schultz	8/27/2025

School Budget Signature Page

 

File Name	File Uploaded By	Upload Date
ITE-Budget-Worksheet-Signed-2025.26.pdf	Amy E. Winder	6/16/2025

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 following strategies are being implemented to improve the academic performance of students identified by the early warning system:   Students complete iReady Reading and Math differentiated lessons for 45 minutes per week. Students receive reading interventions in their classrooms Monday-Friday. Students receive math interventions in their classrooms Monday-Friday. The ELL groups are receiving intervention strategies. The lowest quartile students in math and reading are receiving intervention strategies. Students who have attendance issues are monitored by the guidance counselor.  If needed, the social worker will follow up.

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: Math

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
75% of the students in grades 4 and 5 achieved learning gains in Math as evidenced by the FAST Progress Monitoring #3 in 2025. By June 2026, 77% of the students in grades 4 and 5 will demonstrate learning gains in Math as evidenced by the FAST Progress Monitoring #3.	We will have ongoing training for the Envision Math Series, iReady Math, and other intervention materials to support teaching and learning.	$500.00	FAST Math Progress Monitoring, iReady Diagnostic Data, Math Chapter Assessments
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 We will provide enrichment activities for students who score at the proficiency or higher level on FAST PM #1 and PM #2. Person(s) Responsible ESE Specialist, ESE Support Facilitator, Literacy Coach, Classroom Teacher Deadline 6/2/2026 Evidence-based Intervention/Strategy 2 We will participate in Math Fact Mania Monday Math Speed Drills with incentives. Person(s) Responsible ESE Specialist, ESE Support Facilitator, Literacy Coach, Classroom Teacher Deadline 6/2/2026 Evidence-based Intervention/Strategy 3 We will implement the iReady Math Program including, but not limited to, Fluency Flight and differentiated math pathways. Person(s) Responsible ESE Specialist, ESE Support Facilitator, Literacy Coach, Classroom Teacher Deadline 6/2/2026
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.
The FAST PM2 assessment administered in December presented challenges due to student travel and illness. Some classes and students experienced difficulty adhering to the EnVision math assessment window. These challenges were addressed by ensuring all classes were aligned in pacing and by providing opportunities for students to complete make-up assessments upon their return from vacation or illness.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
We will provide enrichment activities for students who score at the proficient level or higher on FAST PM #1 and PM #2. Strengths: Teachers review FAST and i-Ready reports to effectively identify students’ academic strengths and needs. Use of small group Look-Fors and Review of how to use MDIS. Weaknesses: Ensuring consistent small-group implementation with fidelity and confirming that enrichment activities are occurring as planned. We will participate in Math Fact Mania through weekly Monday math speed drills with incentives. Strengths: Increased math fact fluency across all grade levels. Weaknesses: Ensuring consistent participation by all teachers and uniform implementation of incentives school wide. We will implement the i-Ready Math Program, including (but not limited to) Fluency Flight and differentiated math pathways. Strengths: Professional development has been provided to support implementation. Weaknesses: Teachers experience difficulty identifying the most effective i-Ready resources to use in conjunction with EnVision and Elementary Learning materials.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Continue providing targeted small-group enrichment and interventions. Offer Extended Learning Opportunities for students in grades 4-5. Ensure that WIN support groups are effective and aligned with classroom instruction. Ensure ESE support services meet individual student needs/ IEP goals.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
Currently 56% of the students in grades 4 and 5 have demonstrated learning gains in Math as evidenced by the FAST Progress Monitoring #2.

Area of Focus: Lowest Quartile (ELA)

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
59% of students in the lowest quartile achieved a learning gain in ELA on the FAST PM #3 in 2025. By June 2026, at least 70% of students in grades 3-5 in the lowest quartile will demonstrate a learning gain in ELA as evidenced by the FAST PM #3.	We will have iReady training to support teaching and learning.		FAST Progress Monitoring Assessments, Benchmark Advanced Unit Assessments and iReady Assessments
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 We will have targeted intervention groups using small group instruction based upon specific ELA needs. Person(s) Responsible ESE Specialist, ESE Support Facilitator, Literacy Coach, Classroom Teacher Deadline 6/2/2026 Evidence-based Intervention/Strategy 2 We will use the iReady Reading Program to remediate and differentiate instruction. Person(s) Responsible ESE Specialist, ESE Support Facilitator, Literacy Coach, Classroom Teacher Deadline 6/2/2026 Evidence-based Intervention/Strategy 3 We will implement the Benchmark Advanced Reading Program and will integrate content area reading. Person(s) Responsible ESE Specialist, ESE Support Facilitator, Literacy Coach, Classroom Teacher Deadline 6/2/2026
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.
The FAST PM2 assessment administered in December presented challenges due to student travel and illness.  These challenges were addressed by ensuring all classes were aligned in pacing and by providing opportunities for students to complete make-up assessments upon their return from vacation or illness.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
We will implement targeted intervention groups using small-group instruction based on specific ELA needs. Strengths:  Targeted small-group instruction is in place, the master schedule has been adjusted to protect the WIN block, and district diagnostic screeners are used to identify learning gaps. Weaknesses: Targeted intervention groups are not always standards-based or implemented daily with fidelity to fully meet all students’ needs.   We will use the i-Ready Reading Program to remediate and differentiate instruction. Strengths: Professional development has occurred and is ongoing. The i-Ready phonics initiative was implemented in Quarter 1, and Magnetic Reading books are used in grades 4 and 5 with accompanying professional development. Weaknesses: Not all students are consistently completing the recommended two lessons/ 45 minutes per week. We will implement the Benchmark Advance Reading Program and integrate content-area reading across subjects. Strengths: Professional development has occurred and is ongoing. Benchmark Advance is implemented in all classrooms as Tier 1 instruction. AI tools are being leveraged to support comprehension within ESE groups. Weaknesses: Inconsistent pacing across teachers and grade levels.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Continue providing targeted small-group enrichment and interventions. Offer Extended Learning Opportunities for students in grades 3-5 in ELA. Ensure that WIN support groups are effective and aligned with classroom instruction. Ensure ESE support services meet individual student needs/ IEP goals.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
Currently, 84% of students in grades 3–5 in the lowest quartile have demonstrated a learning gain in ELA, as evidenced by FAST PM #2.

Area of Focus: ELA/Reading K-2

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
84% of students in grades K-2 demonstrated proficiency in ELA on the STAR and FAST PM #3 Assessment in 2025. . By June 2026, 85% of students in grades K-2 will demonstrate proficiency in ELA as evidenced by the STAR and FAST PM #3 Assessment.	We will have ongoing training for the Benchmark Advanced Reading Program, iReady, Reading Horizons, and other intervention materials to support teaching and learning.	$500.00	STAR Assessment, Benchmark Advanced Unit Assessments and iReady Assessments
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 We will have targeted intervention groups for the ELL students using small group instruction based upon specific ELA needs. Person(s) Responsible ESE Specialist, ESE Support Facilitator, Literacy Coach, Classroom Teacher Deadline 6/2/2026 Evidence-based Intervention/Strategy 2 We will use the iReady Reading Program to remediate and differentiate instruction. Person(s) Responsible ESE Specialist, ESE Support Facilitator, Literacy Coach, Classroom Teacher Deadline 6/2/2026 Evidence-based Intervention/Strategy 3 We will implement the Benchmark Advanced Reading Program and will integrate content area reading. Person(s) Responsible ESE Specialist, ESE Support Facilitator, Literacy Coach, Classroom Teacher Deadline 6/2/2026
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.
The FAST PM2 assessment administered in December presented challenges due to student travel and illness.  These challenges were addressed by ensuring all classes were aligned in pacing and by providing opportunities for students to complete make-up assessments upon their return from vacation or illness.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
We will implement targeted intervention groups for ELL students using small-group instruction based on specific ELA needs. Strengths: ELL students receive targeted support during the protected WIN block. Weaknesses: There is a need for additional instructional strategies to support long-term ELL students who have been enrolled for more than one year.   We will use the i-Ready Reading Program to remediate and differentiate instruction. Strengths: Professional development has occurred and is ongoing. The i-Ready phonics initiative was implemented in Quarter 1, and Magnetic Reading books are used in grades 4 and 5 with accompanying professional development. Weaknesses: Not all students are consistently completing the recommended two lessons/ 45 minutes per week. We will implement the Benchmark Advance Reading Program and integrate content-area reading across subjects. Strengths: Professional development has occurred and is ongoing. Benchmark Advance is implemented in all classrooms as Tier 1 instruction. AI tools are being leveraged to support comprehension within ESE groups. Weaknesses: Inconsistent pacing across teachers and grade levels.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Continue providing targeted small-group enrichment and interventions. Ensure that WIN support groups are effective and aligned with classroom instruction. Ensure ESE support services meet individual student needs/ IEP goals. Meet with individual teams to review data and discuss next steps.

Area of Focus: ELA/Reading Grades 3-5

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
82% of students in grades 3-5 demonstrated proficiency in ELA on the FAST PM #3 in 2025. By June 2026, 84% of students in grades 3-5 will demonstrate proficiency in ELA as evidenced by the FAST Progress Monitoring #3.	We will have ongoing training for the Benchmark Advanced Reading Program, iReady, Reading Horizons, and other intervention materials to support teaching and learning.	$500.00	FAST Progress Monitoring Assessments, Benchmark Advanced Unit Assessments and iReady Assessments
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 We will have targeted intervention groups for the ELL students using small group instruction based upon specific ELA needs. Person(s) Responsible ESE Specialist, ESE Support Facilitator, Literacy Coach, Classroom Teacher Deadline 6/2/2026 Evidence-based Intervention/Strategy 2 We will use the iReady Reading Program to remediate and differentiate instruction. Person(s) Responsible ESE Specialist, ESE Support Facilitator, Literacy Coach, Classroom Teacher Deadline 6/2/2026 Evidence-based Intervention/Strategy 3 We will implement the Benchmark Advanced Reading Program and will integrate content area reading. Person(s) Responsible ESE Specialist, ESE Support Facilitator, Literacy Coach, Classroom Teacher Deadline 6/2/2026
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.
The FAST PM2 assessment administered in December presented challenges due to student travel and illness.  These challenges were addressed by ensuring all classes were aligned in pacing and by providing opportunities for students to complete make-up assessments upon their return from vacation or illness.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
We will implement targeted intervention groups for ELL students using small-group instruction based on specific ELA needs. Strengths: ELL students receive targeted support during the protected WIN block. Weaknesses: There is a need for additional instructional strategies to support long-term ELL students who have been enrolled for more than one year.   We will use the i-Ready Reading Program to remediate and differentiate instruction. Strengths: Professional development has occurred and is ongoing. The i-Ready phonics initiative was implemented in Quarter 1, and Magnetic Reading books are used in grades 4 and 5 with accompanying professional development. Weaknesses: Not all students are consistently completing the recommended two lessons/ 45 minutes per week. We will implement the Benchmark Advance Reading Program and integrate content-area reading across subjects. Strengths: Professional development has occurred and is ongoing. Benchmark Advance is implemented in all classrooms as Tier 1 instruction. AI tools are being leveraged to support comprehension within ESE groups. Weaknesses: Inconsistent pacing across teachers and grade levels.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Continue providing targeted small-group enrichment and interventions. Offer Extended Learning Opportunities for students in grades 3-5 in ELA. Ensure that WIN support groups are effective and aligned with classroom instruction. Ensure ESE support services meet individual student needs/ IEP goals. Meet with individual teams to review data and discuss next steps.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
Currently 83% of students in grades 3-5 have demonstrated proficiency in ELA as evidenced by the FAST Progress Monitoring #2.

K-12 Comprehensive Reading Plan

 

File Name	File Uploaded By	Upload Date
Science-of-Reading-part-1.pdf	Renell Schultz	9/5/2025
Science-of-Reading-part-2.pdf	Renell Schultz	9/5/2025
Science-of-Reading-part-3.pdf	Renell Schultz	9/5/2025
Science-of-Reading-part-3-for-ESE-students.pdf	Renell Schultz	9/5/2025
CERP-2025.2026.pdf	Renell Schultz	9/9/2025
CERP-meeting-sign-in-sheet-2025.2026.pdf	Renell Schultz	9/9/2025
CERP-Agenda-25_26.pdf	Renell Schultz	9/9/2025
Indian-Trace-SIP-reading-Plan--25_26.pdf	Renell Schultz	9/9/2025

Resources

• Broward K12 Comprehensive Reading Plan
• World-Class Instructional Design and Assessment for ELL
• Can Do Descriptors for ELL
• SWD Support Resources
• Framework For ELL Achievement ESSA (V2)

Professional Learning Communities (PLC)

PLC Meeting Schedule PLC Name Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Grade   3181 ELA, 3181 Math Thursday 2nd, 4th 9/18/2025 - 5/21/2026 2:10 PM - 2:50 PM KG, 1, 2, 3, 4, 5

Response to Intervention (MTSS/RtI) Plan

 

File Name	File Uploaded By	Upload Date
ITE-MTSS-ACTION-PLAN-2025_2026.pdf	Renell Schultz	8/21/2025
Spring_25_Broward_Indian-Trace-Elementary-School_SAM_Dashboard.pdf	Melissa Hallett	4/9/2026

RtI Team Meeting Schedule Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Thursday 1st, 2nd, 3rd, 4th, 5th 9/29/2025 - 5/22/2026 8:15 AM - 1:50 PM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name	File Uploaded By	Upload Date
SPBP_Indian-Trace-ES_-25-26-SY.pdf	Angela Cohen	4/22/2025
Indian-Trace-ES-SPBP-Feedback-Form-2025-2026-B.pdf	CHAVIS JAVON YOUNGBLOOD	5/23/2025

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
Indian-Trace-Elementary-School-SIP-Attendance-Plan-2025.26.pdf	Amy E. Winder	9/8/2025

School Counseling Plan

 

File Name	File Uploaded By	Upload Date
ASCSP-Indian-Trace-Elementary-25_26.pdf	Angela Cohen	8/26/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name	File Uploaded By	Upload Date
Indian-Trace-BPIE-2025.pdf	Renell Schultz	8/25/2025

SAC Documentation

SAC Upload Center File Name Meeting Month Document Type Uploaded Date Indian-Trace-SAF-mtg-4.8.2026-agenda-signin-minutes.pdf April SAF Agenda, Attendance, Minutes 4/9/2026 Indian-Trace-SAC-mtg-4.8.2026-agenda-signin-minutes.pdf April SAC Agenda, Attendance, Minutes 4/9/2026 Indian-Trace-SAC-SAF-joint-mtg-3.4.2026-agenda-signin-minutes.pdf March SAC/SAF Agenda, Attendance, Minutes 3/5/2026 Indian-Trace-Elementary-A+-Packet-_-2526.pdf December A+ Funds 2/13/2026 Indian-Trace-SAF-mtg-2.4.2026-agenda-signin-minutes.pdf February SAF Agenda, Attendance, Minutes 2/9/2026 Indian-Trace-SAC-mtg-2.4.2026-agenda-signin-minutes.pdf February SAC Agenda, Attendance, Minutes 2/9/2026 Indian-Trace-SAC-mtg-Dec-3-2025-agenda-signin-minutes.pdf December SAC Agenda, Attendance, Minutes 2/3/2026 Indian-Trace-SAC-mtg-Jan-7-2026-agenda-signin-minutes.pdf January SAC Agenda, Attendance, Minutes 2/3/2026 Indian-Trace-SAF-mtg-1.7.2026.pdf January SAF Agenda, Attendance, Minutes 1/9/2026 Indian-Trace-SAC-mtg-12.3.2025-agenda-signin-minutes.pdf December SAC Agenda, Attendance, Minutes 12/4/2025 Indian-Trace-SAF-mtg-12.3.2025.pdf December SAF Agenda, Attendance, Minutes 12/4/2025 Indian-Trace-SAF-mtg-11.5.2025.pdf November SAF Agenda, Attendance, Minutes 11/6/2025 Indian-Trace-SAC-mtg-11.5.2025-agenda-signin-minutes.pdf November SAC Agenda, Attendance, Minutes 11/6/2025 Indian-Trace-3181-SAC-Composition-2025.2026.pdf September SAC Composition 10/27/2025 Indian-Trace-SAC-SAF-joint-mtg-10.8.2025-agenda-signin-minutes.pdf October SAC/SAF Agenda, Attendance, Minutes 10/9/2025 Indian-Trace-SAF-Meeting-Dates-2025.2026.pdf September SAF Meeting Dates 9/19/2025 ITE-SAF-School-Bylaws-2025.2026-FINAL.pdf September SAF ByLaws 9/10/2025 Indian-Trace-Elem-SAC-BYLAWS.pdf September SAC ByLaws 9/4/2025 Indian-Trace-SAF-meeting-9.3.2025.pdf September SAF Agenda, Attendance, Minutes 9/4/2025 Indian-Trace-SAC-mtg-9.3.2025-agenda-signin-minutes.pdf September SAC Agenda, Attendance, Minutes 9/4/2025 Indian-Trace-SAC-Meeting-Dates-2025.2026.pdf September SAC Meeting Dates 9/4/2025

Cognia eProve Survey Results

 

File Name	File Uploaded By	Upload Date
2025-Staff-Customer-Survey-Results.pdf	Amy E. Winder	6/16/2025
2025-Student-Customer-Survey-Results.pdf	Amy E. Winder	6/16/2025
2025Parent-Customer-Survey-Results.pdf	Amy E. Winder	6/16/2025

Family and Community Engagement (FACE) Plan

 

File Name	File Uploaded By	Upload Date
Indian-Trace-FACE-Space-location-8.27.2025.pdf	Renell Schultz	8/27/2025
Indian-Trace-FACE-Space-9.30.2025.pdf	Renell Schultz	9/30/2025
Indian-Trace-FACE-Space-Final.pdf	Renell Schultz	10/6/2025
Indian-Trace-FACE-space-November.pdf	Renell Schultz	11/18/2025
FACE-Space-December.pdf	Renell Schultz	2/19/2026
FACE-Space-January-2026.pdf	Renell Schultz	2/19/2026
FACE-Space-February-2026.pdf	Renell Schultz	2/19/2026
FACE-space-April.pdf	Renell Schultz	5/1/2026
FACE-Space-March-2026.pdf	Renell Schultz	5/1/2026
FACE-space-MAY-2026.pdf	Renell Schultz	5/1/2026

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