| School Name | Sawgrass ES (3401) | School Grade (2024 - 2025) | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | Yes | 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 |
|---|---|---|
| Executive-Summary_3401.pdf | Nicole Finkel | 8/15/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Sawgrass-ES-2026-Signed-Budget-Revenue-Worksheet.pdf | Nicole Finkel | 8/19/2025 |
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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. Sawgrass Elem will address the early warning indicators identified on the percent of students in Level 1 and 2 in ELA or Math. We are implementing the |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By the end of the 2025-2026 school year, the overall student proficiency (At/Above grade level) for students in grades K-2 for ELA as measured by the STAR PM 3 ELA Assessment will increase from 67% to 69% | On site UFLI & Science of Reading training | The area of focus will be monitored by STAR PM 1 & 2 data. We will use the data based on PM 1 & 2 to realign out intervention groups. Teacher in the classroom will use the data to revamp their small group instruction and align their instruction to the needs of their students. | |||||||||||||||||||
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. | |||||||||||||||||||||
| The challenges that we faced with this area of focus during the fall semester was that teachers struggled to find a more robust collection tier 1 vocabulary to use with their students and struggled with finding the best balance for scaffolding. Admin and support staff used PLC time to discuss this challenge and worked with teachers to find the best balance. | |||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
| When looking at scaffolding specifically, a weakness our teachers faced was finding the best balance for scaffolding. This led into a strength, because it allowed teachers to collaborate with others on their grade level to help work on the perfect balance for scaffolding. When looking specifically at providing more tier 1 vocabulary instruction, a weakness was that the tier 1 curriculum did not provide many resources to introduce more of a robust tier 1 vocabulary. This turned into a strength, because it allowed teachers to use AI to create more authentic vocabulary instruction. | |||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
| At this time, there are no new actions that need to be accomplished for the intended outcome for the area of focus. | |||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||
| At this time there is no additional reflection for this area of focus. | |||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By the end of the 2025-2026 school year, the overall student learning gains in the lowest 25% of students in grades 3-5 in Math as measured by the FAST PM 3 Math Assessment will increase from 56% to 70% | PD Tuesday Wednesday Thursday | The area of focus will be monitored by FAST PM 1 & 2 data. We will use the data based on PM 1 & 2 to realign out intervention groups. Teacher in the classroom will use the data to revamp their small group instruction and align their instruction to the needs of their students. | |||||||||||||
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. | |||||||||||||||
| The implementation challege we faced during the fall semester was that teachers were not practicing fact fluency with their students on a daily basis. This was evident during our first fact fluency challenge where more than 50% of our teachers had an average less than 75% proficent. To address this challenge, we allowed teachers a re-test of their fact fluency challenge and teachers had to provide a rationale of why their students fell short of the expectation that was set school wide. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||
| When implementing monthly fact fluency challenges, the identifed strenghts were seeing which classroom teachers stressed the importance of fact fluency foundation where we noticed that the biggest weakness in implementing these monthly challenges was that our ESE population was continuing to struggle on knowing basic fact families. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||
| With identifying the ESE sub-group was struggling with fact fluency, administration worked with 3-5 ESE support facilitiators to teach other strategies for students to use to knowing and mastering their fact fluency. | |||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||
| There is no additional reflection at this time. | |||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By the end of the 2025-2026 school year, the overall student learning gains in the lowest 25% of students in grades 3-5 in English Language Arts (ELA) as measured by the FAST PM 3 ELA Assessment will increase from 50% to 70% | ELA Tuesday Wednesday Thursday | The area of focus will be monitored by FAST PM 1 & 2 data. We will use the data based on PM 1 & 2 to realign out intervention groups. Teacher in the classroom will use the data to revamp their small group instruction and align their instruction to the needs of their students. | |||||||||||||
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. | |||||||||||||||
| The challenges that we faced with this area of focus during the fall semester was that teachers struggled to find a more robust collection tier 1 vocabulary to use with their students and struggled with finding the best balance for scaffolding. Admin and support staff used PLC time to discuss this challenge and worked with teachers to find the best balance. | |||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||
| When looking at scaffolding specifically, a weakness our teachers faced was finding the best balance for scaffolding. This led into a strength, because it allowed teachers to collaborate with others on their grade level to help work on the perfect balance for scaffolding. When looking specifically at providing more tier 1 vocabulary instruction, a weakness was that the tier 1 curriculum did not provide many resources to introduce more of a robust tier 1 vocabulary. This turned into a strength, because it allowed teachers to use AI to create more authentic vocabulary instruction. | |||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||
| At this time, there are no new actions that need to be accomplished for the intended outcome for the area of focus. | |||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||
| At this time there is no additional reflection for this area of focus. | |||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By the end of the 2025–2026 school year, the overall student (3-5) learning gains in English Language Arts (ELA) as measured by the FAST PM 3 ELA Assessment will increase from 61% to 65% | On site Science of Reading & UFLI training | The area of focus will be monitored by FAST PM 1 & 2 data. We will use the data based on PM 1 & 2 to realign out intervention groups. Teacher in the classroom will use the data to revamp their small group instruction and align their instruction to the needs of their students. | |||||||||||||
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. | |||||||||||||||
| The challenges that we faced with this area of focus during the fall semester was that teachers struggled to find a more robust collection tier 1 vocabulary to use with their students and struggled with finding the best balance for scaffolding. Admin and support staff used PLC time to discuss this challenge and worked with teachers to find the best balance. | |||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||
| When looking at scaffolding specifically, a weakness our teachers faced was finding the best balance for scaffolding. This led into a strength, because it allowed teachers to collaborate with others on their grade level to help work on the perfect balance for scaffolding. When looking specifically at providing more tier 1 vocabulary instruction, a weakness was that the tier 1 curriculum did not provide many resources to introduce more of a robust tier 1 vocabulary. This turned into a strength, because it allowed teachers to use AI to create more authentic vocabulary instruction. | |||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||
| At this time, there are no new actions that need to be accomplished for the intended outcome for the area of focus. | |||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||
| At this time there is no additional reflection for this area of focus. | |||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By the end of the 2025–2026 school year, the overall student proficiency in English Language Arts (ELA) as measured by the FAST PM 3 ELA Assessment will increase from 72% to 75% | ELA PD Tuesday Wednesday Thursday | The area of focus will be monitored by FAST PM 1 & 2 data. We will use the data based on PM 1 & 2 to realign out intervention groups. Teacher in the classroom will use the data to revamp their small group instruction and align their instruction to the needs of their students. | |||||||||||||
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. | |||||||||||||||
| The biggest challenges that we have faced with the implementation monthly data chats was being able to secure subsitute teachers to be able to have meaningful data coversations with teachers. The changes we made to address these challenges was rather than meeting with all 3-5 teachers each month, we would target differnet teachers for data chats based on the current data for the month. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||
| As we approached winter break, the biggest weakness we faced with our strategy for monhtly meetings for data chats, was that we were no longer allowed to get a subsitute for data chats. Because of this, we had to think outside the box, and started to do grade level data checkin were grade levels would have data chats where conversations were based soley on student data and standards. This allowed us to identify a strenght of teachers sharing best practices among their team. | |||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||
| There are no new actions that are needed to accomplish the intended outcome for the area of focus. | |||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||
| No additional reflections at this time. | |||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Reading-Plan-25.26-SY.pdf | Nicole Finkel | 8/18/2025 |
| Reading-plan-agenda.pdf | elizabeth munoz | 9/30/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MTSS-ACTION-PLAN.pdf | elizabeth munoz | 9/30/2025 |
| Spring_25_Broward_Sawgrass-Elementary-School_SAM_Dashboard.pdf | Farrah Kellingbeck | 3/31/2026 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3401_04212025_Sawgrass-Elementary-SPBP-25-26.pdf | Nicole Finkel | 5/20/2025 |
| Sawgrass-ES-SPBP-Feedback-Form-2025-2026.pdf | Shawana Smith | 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 |
|---|---|---|
| Attendance-Plan-25-26.pdf | Nicole Finkel | 9/18/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| ASCP-25-26.pdf | Nicole Finkel | 9/29/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| BPIE-Implementation-25-26-(2).pdf | elizabeth munoz | 9/25/2025 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SurveysReportPrint3062246862023140675.pdf | Stephen DeCotis | 9/3/2025 |
| SurveysReportPrint7017096329609211161.pdf | Stephen DeCotis | 9/19/2025 |
| staff-eprove.pdf | Stephen DeCotis | 9/24/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Face+space+2.pdf | elizabeth munoz | 9/25/2025 |
| Face-Space-October.pdf | elizabeth munoz | 10/24/2025 |
| November-FACE-Space.pdf | elizabeth munoz | 11/20/2025 |
| Face-Space-December.pdf | elizabeth munoz | 1/30/2026 |
| Face-Space-January.pdf | elizabeth munoz | 1/30/2026 |
| Feb-face-space-(1).pdf | elizabeth munoz | 3/13/2026 |
| March-Face-space.pdf | elizabeth munoz | 3/13/2026 |
| Face-Space-April.pdf | elizabeth munoz | 4/8/2026 |