| School Name | Fox Trail ES (3531) | 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 |
|---|---|---|
| Cognia-Executive-Summary-.pdf | Kim Baston | 8/28/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Budget-Signature-Page.pdf | Carolyn Daniel-Kalio | 6/1/2025 |
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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. Fox Trail monitors the progress of all students through a variety of assessments. The Fast Assessments are used to progress monitor three times a year. In addition, teachers use the Topic Assessments for Savvas Math and the Benchmark Unit assessments for Reading with all students. In addition, i-Ready will be used to progress monitor, isolate specific needs and provide practice and instruction to meet those needs. For students in the RtI process, teachers use assessments to monitor specific areas of weakness and to monitor progress to ensure that appropriate interventions are being implemented. These assessments may include the Fountas and Pinnell BAS(Benchmark Assessment System) and the subtests for the BAS. The data is used to pinpoint weaknesses and help our teachers design an intervention plan that meets each student's individual needs. All teachers have been trained on the district's Identification/Intervention Decision Tree as well as the related Fountas and Pinnell assessments. The plans include resources from Benchmark Advance, Savvas, UFLI, Magnetics, and other reading and math resources. Fox Trail will use Successmaker Math assessments to monitor progress and identify areas that require math intervention. The data for all of the assessments are monitored by classroom teachers, grade level PLCs and by the school's support staff. As a result, we can ensure our students get appropriate instruction at all tiers and teachers get appropriate support and necessary professional development. In addition teachers are utilizing the RtI process to ensure students that require tier 2 or tier 3 intervention are receiving targeted instruction and the response to instruction is being monitored. Our tier 3 reading students are receiving interventions from a reading endorsed teacher. Teachers have analyzed student data to create groups of students with like needs to provide additional instruction outside of the 90 minute reading block. A combination of these strategies should make an impact on improving the academic performance to all of our students, but especially will support our 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 June 2025, 71% of students, currently 68%, in grades 3-5 will demonstrate Math learning gains as evidenced by the PM3 FAST assessment. By June 2026, 75% of students, currently 71% in grades K-2 will demonstrate proficiency(level 3 or above) as evidenced by PM3 STAR assessment. | District presenters are scheduled to come to present sessions on small group instruction and interventions. | $0.00 | This area of focus will be monitored using FAST PM1, PM2 and PM3 assessments. In addition, i-Ready will be used to monitor if students are achieving their typical growth and/orstretch goal | ||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| PM2 data indicated that the midyear scores were as follows: Grade K – 56% scored level 3 or above, Grade 1 – 50% scored level 3 or above, Grade 2 – 46% scored level 3 or above. Grade 3 - 48% scored level 3 or above, Grade 4- 41% scored level 3 or above and Grade 5 - 53% scored level 3 or above. Students in grades 3-5 making learning gains is 16%. Teachers reported challenges with fact fluency. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| To sustain the intended outcome, students will participate in small group instruction three to five times a week for at least 15-30 minutes utilizing evidence-based strategies/interventions. These include the Math Diagnostic Intervention (MDIS), iReady Toolbox, and Savaas reteach lessons. These interventions are effective, although depending on the student's deficiencies, multiple areas of intervention are needed. | |||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| We will continue with the current actions since they are proving effective. The process of monitoring and identification of students in need of support is ongoing. We have renewed our focus on fluency, through fluency flight and classroom activities in order to increase fluency which allows for instruction to focus on the math lesson. Fact fluency and the incorporation of math fact songs have also been added to our music special. Standards-based mastery assessments from iReady have been added to monitor student progress and guide teacher's instructional response. In addition, we have added IXL Learning to our math program. This will allow teachers to assign lessons based on the standards that students have not yet mastered. | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By June 2026, 70% of students, currently 67%, in grades 3-5 will demonstrate ELA learning gains as evidenced by the PM3 FAST assessment. By June 2026, 70% of students, currently 61%,in grades K-2 will demonstrate proficiency (level 3 and above) as evidenced by the STAR assessment. | Science of Reading, Intervention Strtaegies | $0.00 | This area of focus will be monitored using FAST PM1, PM2 and PM3 assessments. In addition, i-Ready will be used to monitor if students are achieving their typical growth and/orstretch goal | ||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| K-2 PM2 data for STAR Early Literacy shows 56% of K students are showing proficiency and on STAR Reading 52% of first-grade students and 38% of second-grade students are showing proficiency. Implementation challenges during the Fall semester include teachers needing additional training to fully implement the programs. As a result, teachers were provided a district training in UFLI and Reading Horizons. In addition, many students were identified in second grade with different needs and different interventions would be required. To ensure these inteventions could be met for all students, a Walk to Read format was implemented. 3-5 FAST PM2 assessments indicated that 56% of third-graders demonstrated proficiency, 63% of fourth-graders demonstrated proficiency and 70% of fifth-graders demonstrated proficiency. Students making learning gains is 47%. Implementation challenges during the Fall semester included |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Students are receiving specific interventions that correlate to an Area of Reading (Phoemic Awareness., Phonics, Fluency, Vocabulary and Comprehension) as indicated on their assessments as a deficiency. K-2 Interventions include Benchmark, UFLI, Reading Horizons. These interventions have been successful in closing the gaps for our students. 3-5 Interventions include Benchmark, Magnetic, iReady Toolbox, and Coach. In addition, we added Wordly Wise to second-fifth grade to address the need to improve Vocabulary across all grade levels. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| In grades K-2 the Reading Coach is supporting both teachers and students. As the MTSS coordinator, she has organized the students to update the diagnostic assessments in order to determine the need for updated interventions. The second grade continues to use the Walk to Read format with some adjustments based on the updated diagnostics, to ensure all students are getting the appropriate interventions and enrichment. The coach is also actively providing fluency interventions. Now that all teachers have had the trainings during the Fall semester, the expectation is to administer the interventions with fidelity. In grades 3-5, we are adding ELO(Extended Learning Opportunities) in the form of afterschool camps. We are providing additional support to selected students in the areas of reading math and science. We are also implementing an ELO camp for students enrolled in our afterschool program. The coach has also organized the students to update their diagnostic assessments to determine the need to update interventions. The coaches are also pulling groups for interventions. |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26-Fox-Trail-Reading-Plan.pdf | Kim Baston | 8/27/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26-FXT-MTSS-Action-Plan.pdf | Kim Baston | 8/19/2025 |
| Spring_25_Broward_Fox-Trail-Elementary-School_SAM_Dashboard.pdf | Lauren Kirik | 4/1/2026 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| FoxTrail_3531_SPBP-25-26-(1).pdf | Kim Baston | 4/30/2025 |
| 7-SPBP-Feedback-Form-2025-2026---Fox-Trail-Elementary-(1).pdf | KYLLE SUMMERS | 5/22/2025 |
| 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 |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Fox-Trail-Attendance-Plan.pdf | Kim Baston | 9/12/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Annual-School-Counseling-and-Support-Plan-25-26.pdf | Kim Baston | 9/4/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3531_SBPIE_2025.pdf | Tamara Osborne | 6/2/2025 |
SAC Upload Center
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| BCPS-Student-Customer-Survey-25.pdf | Kim Baston | 9/3/2025 |
| BCPS-Parent-Customer-Survey-25.pdf | Kim Baston | 9/3/2025 |
| BCPS-Staff-Customer-Survey-25.pdf | Kim Baston | 9/3/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| FACE-Display-August-2025.jpg | Craig Guy | 8/23/2025 |
| FACE-Disply-August-2025_2.jpg | Craig Guy | 8/23/2025 |
| FACE-Disply-August-2025_3.jpg | Craig Guy | 8/23/2025 |
| Fwd_-(1).zip | Craig Guy | 10/23/2025 |
| 3531_10232025_Fwd_.zip | Craig Guy | 10/23/2025 |
| FACE-1.jpg | Kim Baston | 10/31/2025 |
| FACE-2.jpg | Kim Baston | 10/31/2025 |
| FACE-3.jpg | Kim Baston | 10/31/2025 |