| School Name | Virginia Shuman Young (3321) | 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 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| VSY_Cognia-Executive-Summary-2025-26.pdf | Jane Lowe | 8/19/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 2026_budget_signature.pdf | Jane Lowe | 6/3/2025 |
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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.
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By May 29, 2026, students in grade 3-5 will increase proficiency from 86% to 89% on the PM3 FAST ELA assessment. | Teachers will continue to attend Science of Reading Trainings. Teachers that are not certified in Montessori will attend training and in house PD. Reading Intervention PD to support teachers with students below grade and in small groups. | ELA will be monitored using PM1, PM2, PM3, I-ready, and Benchmark assessments, students will be monitored to ensure they are showing growth. | |||||||||||||||||||
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. | |||||||||||||||||||||
| Through data chats we have found the majority of our struggling students are also chronically absent. Our principal has addressed our chronically absent students and their parents by putting them on an attendance contract. Overall this has improved our attendance issues. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
| The measures used were the BCPS Science of Reading Diagnostic Assessment to determine that the strategies/ interventions are effective. We have also been using I-ready and Benchmark to monitor progress and to compare student progress. Each teacher met with Admin and support staff to discuss individual data during Data Chats. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
| We have implemented targeted small group instruction for all students that were identified as non-proficient. Groups are provided by classroom teachers, resource teachers and the coach. | |||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By May 29, 2026, K-2 students will increase proficiency from 83% to 86% in reading (ELA), as evidenced by the FAST Star and Fast Early Literacy Assessment for PM3. | Professional Development and training in Benchmark Advance, Science of Reading, Small Group Instruction. Intervention Groups PD | ELA will be monitored using PM1, PM2, PM3, I-ready, and Benchmark assessments, students will be monitored to ensure they are showing growth. | |||||||||||||||||||
Evidence-based Interventions/Strategies |
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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. | |||||||||||||||||||||
| Through data chats we have found the majority of our struggling students are also chronically absent. Our principal has addressed our chronically absent students and their parents by putting them on an attendance contract. Overall this has improved our attendance issues. | |||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
| The measures used were the BCPS Science of Reading Diagnostic Assessment to determine that the strategies/ interventions are effective. We have also been using I-ready and Benchmark to monitor progress and to compare student progress. Each teacher met with Admin and support staff to discuss individual data during Data Chats. |
|||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
| We have implemented targeted small group instruction for all students that were identified as non-proficient. Groups are provided by classroom teachers, resource teachers and the coach. | |||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| VSY_SIP-K12-CERP.pdf | Jane Lowe | 9/8/2025 |
| VSY_literacy_agenda_25_26.pdf | Jane Lowe | 9/8/2025 |
| VSY_Literacy_Team_sign_in.pdf | Jane Lowe | 9/8/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| VSY_MTSS-Action-Plan-24-25.pdf | Jane Lowe | 9/8/2025 |
| Spring_25_Broward_Virginia-Shuman-Young-Elementary-School_SAM_Dashboard.pdf | Lauren Kirik | 4/2/2026 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| VirginiaShumanYoung-SPBP-25-26.pdf | Daphne Johnson-Browne | 5/20/2025 |
| SPBP-Feedback-Form-2025-2026-Virginia-Shuman-Young.pdf | Vonda Palmer-Carter | 5/21/2025 |
| 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 |
|---|---|---|
| VSY_SIP_Attendance_Plan_25_26.pdf | Jane Lowe | 9/18/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| ASCSP-2025-26---Virginia-Shuman-Young-Montessori.pdf | Jane Lowe | 10/1/2025 |
| VSY_signed_school_counseling_plan.pdf | Jane Lowe | 10/1/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| VYE_SBPIE_2425_063321.pdf | Jane Lowe | 6/3/2025 |
SAC Upload Center
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| VSY_Parent_Survey_25-26.pdf | Jane Lowe | 9/18/2025 |
| VSY_Staff_Survey_25-26.pdf | Jane Lowe | 9/18/2025 |
| VSY_Student_Survey_25-26.pdf | Jane Lowe | 9/18/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| vsy_face_space.pdf | Jane Lowe | 9/12/2025 |
| VSY_FACE_SPACE_2.pdf | Jane Lowe | 10/14/2025 |