School Name	Falcon Cove MS (3622)	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
Cognia-Executive-Summary-.pdf	JUDITH MALONE	9/19/2025

School Budget Signature Page

 

File Name	File Uploaded By	Upload Date
Budget-2025.pdf	JUDITH MALONE	8/21/2025

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. % of students level 1 in ELA or Math   Students who earned a level 1 on last year's FAST ELA PM3 are enrolled in an Intensive Reading course (TIER 2/TIER 3) Intensive Reading course placement is determined by utilizing the 2025-2026 Broward Secondary Intensive Reading Decision Chart for grades 6-12.  The NWEA Map Growth Assessment and FAST ELA data are used to determine if a reading placement is needed. Intensive Reading placement is also determined by looking at other contextual factors to help understand the reading needs of the students and match them with the appropriate level of instruction and intervention.  The Intensive Reading course is for students with deficits in either decoding or linguistic comprehension, students proficient in these areas, but do not yet have a level 3 or higher on FAST receive differentiation and support through their Tier 1 ELA class Students in need of phonics instruction/decoding instruction as indicated by The Code Placement Test, have a score below the 30th percentile on the NWEA Map (RIT score), and a level 1 will be placed in a TIER 3 Intensive Reading intervention and will work in READ 180's The Code.  Students who test out of the phonics portion of The Code placement test but have a score below the 30th percentile on the NWEA Map (RIT score), and a level 1 will be placed in a TIER 2 Intensive Reading intervention and will work in READ 180 Comprehension.

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: 8th grade Mathematics

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
The percentage of Mathematics students (grade 8) scoring proficient or higher on Science SSA/Biology EOC will increase from 68% to 70% by the end of May 2026 as measured by state testing.	The mathematics department will continue to work together to support each other and use data to drive curriculum. Each grade level will work on increasing results, adding focus to the algebraic standards within their curriculum to help prepare students for smoother transition into Pre-Algebra and Algebra.	N/A	Math teachers will be monitoring student progress by weekly iready assignments and reporting.
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Mathematics teachers will use the results of the PM1 and PM2 diagnostic to identify critical areas of focus. Person(s) Responsible Mathematics teachers Deadline 5/29/2026 Evidence-based Intervention/Strategy 2 Mathematics teachers will use iready diagnostic 1 to identify critical areas of need for students and gaps in prior knowledge. Person(s) Responsible Mathematics teachers Deadline 5/29/2026 Evidence-based Intervention/Strategy 3 Mathematics teachers will use iready diagnostic 2 to identify and reward growth and re-evaluate areas of critical for current curriculum as well as prior knowledge from previous grades. Person(s) Responsible Mathematics teachers Deadline 5/29/2026
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?								No

Area of Focus: 8th Grade Science

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
The percentage of Science students (grade 8) scoring proficient or higher on Science SSA will increase from 70%-72% by the end of May 2025 as measured by state testing	The science department will offer professional development for science teachers on in-program science resources, Performance Matters, and Brain Pop. PLCs and other professional development sessions will concentrate on using resources like Edpuzzle, Newsela, Nearpod, and other web sites to remediate, and enrich science instruction. Additionally, the science department head will collaborate with the Literacy Department Chair to integrate text-based writing prompts into in the science classes, facilitating cross-curricular connections and providing writing practice.	N/A	Science teachers will be able to monitor through performance matters to see what standards need to be reviewed and what standards the students were able to understand.
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Based on Performance Matters diagnostic results, science teachers will use the Performance Matters program to customize and focus science interventions on the specific science standards that require remediation. Person(s) Responsible Science Teachers Deadline 5/29/2026 Evidence-based Intervention/Strategy 2 Science teachers will use Performance Matters to concentrate small group and whole group interventions on the specific science standards that need remediation. Person(s) Responsible Science Teachers Deadline 5/29/2026 Evidence-based Intervention/Strategy 3 Science teachers will use Performance Matters, along with the program’s scaffolds, to focus on science standards as needed. Person(s) Responsible Science Teachers Deadline 5/29/2026
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?								No
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
In Science, we had new textbooks to use. Teachers had to learn the new resources that were available to them through their PLC and county trainings.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Strengths  were when the resources worked, they were very beneficial to the class. It took a few weeks to get all the resources working which was a weakness. Another weakness was that not all resources have yet to arrive at the school.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
We have contacted the county on multiple occasions about the resources. Some of the issues have been resolved, but we are still missing hard copies of the resources.

Area of Focus: ELA/ Reading

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
The percentage of students in grades 6-8 scoring proficient or higher in reading comprehension will increase from 82% to 85% by the end of May 2026 as measured by FAST ELA PM3.	The Literacy Coach will offer professional development for literacy teachers (ELA teachers and Intensive Reading teachers) on in-program literacy curriculum resources, BEST ELA strategies, and writing instruction. PLCs and other professional development sessions will concentrate on using resources like i-Ready, Newsela, HMH Ed, and Writable to differentiate, remediate, and enrich literacy instruction. Additionally, the Literacy Coach will collaborate with the Social Studies Department Chair to integrate text-based writing prompts into Social Studies classes, facilitating cross-curricular connections and providing writing practice.	n/a	ELA teachers and the Literacy Coach will use i-Ready, HMH ED data, Writable, and FAST ELA progress monitoring data to track student progress on ELA standards and identify intervention needs. Meanwhile, Intensive Reading teachers and the Literacy Coach will use the NWEA MAP Growth assessment and READ 180/The Code in-program data to monitor student progress and provide necessary remediation.
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Intensive Reading teachers will use READ 180 or The Code to provide small-group and whole-group literacy interventions targeting specific BEST ELA standards that require remediation. Person(s) Responsible Intensive Reading classroom teachers Deadline 6/4/2026 Evidence-based Intervention/Strategy 2 ELA teachers will use Writable on the HMH Ed platform, along with program scaffolds, to support text-based writing instruction and provide writing remediation as needed. Person(s) Responsible Intensive Reading classroom teachers Deadline 6/4/2026 Evidence-based Intervention/Strategy 3 ELA teachers will use HMH Ed platform tools, such as Level-Up Tutorials, to provide skill remediation as needed. Person(s) Responsible Intensive Reading classroom teachers Deadline 6/4/2026
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?								No
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
One implementation challenge during the fall semester was a staffing transition in 8th grade ELA. A teacher left during the first semester, requiring a period of instruction led by a substitute before a new, first-year teacher assumed the position. To support continuity of instruction, the Literacy Coach has worked closely with the new teacher, and the 8th grade ELA cadre has collaborated in PLCs to share best practices and instructional strategies. An additional challenge is the loss of funding for the ELL Language Enrichment Camp (LEC), which had previously provided targeted support for our English Language Learners. While LEC will not be offered this year, the PTA provided funding for an after-school FAST Reading Camp. ELL students have been invited to participate in this program; however, it does not fully replace the specialized support previously offered through LEC.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Strengths of the Tier 2 and Tier 3 reading intervention courses include teachers’ consistent implementation of the READ 180 curriculum and The Code curriculum. In addition, ELA teachers are utilizing the HMH Ed Level-Up tutorial supports available in the HMH Ed portal to provide targeted, differentiated instruction. The DLA classroom is using the Saavas iLitELL and Imagine Learning with fidelity.  Intensive Reading teachers are monitoring student data by inputting data into each student's progress monitoring plan (PMP) in Focus.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
New actions needed to address our area of focus include continuing to closely monitor student progress in reading classrooms. The CPST will review data and conduct Tier Review meetings for each student to evaluate progress and determine whether additional interventions are needed.  ELA and Intensive Reading teachers will be addressing areas of need based on PM2 data with students in the classroom.

K-12 Comprehensive Reading Plan

 

File Name	File Uploaded By	Upload Date
CERP-falcon-cove-2025-2026.pdf	JUDITH MALONE	9/12/2025
Minutes-and-Attendance.pdf	JUDITH MALONE	9/22/2025

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   Counseling Wednesday 8/25/2025 - 5/31/2026 8:35 AM - 9:15 AM 6, 7, 8 Fine Arts Wednesday 1st, 2nd, 3rd, 4th 8/25/2025 - 5/31/2026 8:35 AM - 9:15 AM 6, 7, 8 ESE Wednesday 1st, 2nd, 3rd, 4th 8/25/2025 - 5/31/2026 8:35 AM - 9:15 AM 6, 7, 8 Science Wednesday 1st, 2nd, 3rd, 4th 8/25/2025 - 5/31/2026 8:30 AM - 9:15 AM 6, 7, 8 World Language Wednesday 1st, 2nd, 3rd, 4th 8/25/2025 - 5/31/2026 8:30 AM - 9:15 AM 6, 7, 8 ELA Wednesday 1st, 2nd, 3rd 8/25/2025 - 5/31/2026 8:30 AM - 9:15 AM 6, 7, 8 Social Studies Monday 1st, 2nd, 3rd, 4th 8/25/2025 - 5/31/2026 8:35 AM - 9:15 AM 6, 7, 8 Independent Studies Monday 1st, 2nd, 3rd, 4th 8/25/2025 - 5/31/2026 8:35 AM - 9:15 AM 6, 7, 8 Math Monday 1st, 2nd, 3rd, 4th 8/25/2025 - 5/31/2026 8:35 AM - 9:15 AM 6, 7, 8

Response to Intervention (MTSS/RtI) Plan

 

File Name	File Uploaded By	Upload Date
MTSS-action-plan-2025-2026.pdf	JUDITH MALONE	8/21/2025
SAM-report-2025.pdf	JUDITH MALONE	8/21/2025

RtI Team Meeting Schedule Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Tuesday 2nd, 4th 8/26/2025 - 5/26/2026 1:00 PM - 3:30 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-FCMS-25-26.docx	JUDITH MALONE	5/2/2025
FALCON-COVE-MIDDLE-Feedback.pdf	Karelle Datulma	5/19/2025
3622_05022025_SPBP-FCMS-25-26.pdf	JUDITH MALONE	9/11/2025

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
Attendance-Plan-.pdf	JUDITH MALONE	9/12/2025

School Counseling Plan

 

File Name	File Uploaded By	Upload Date
School-Counseling-Plan-pdf.pdf	JUDITH MALONE	9/11/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name	File Uploaded By	Upload Date
SBPIE_2425_063622.pdf	JUDITH MALONE	8/21/2025

SAC Documentation

SAC Upload Center File Name Meeting Month Document Type Uploaded Date SAC-SAF-meeting-April-2026.pdf-2026-163339.pdf April SAC/SAF Agenda, Attendance, Minutes 5/21/2026 SAC_-SAF-joint-meeting-March-2026.pdf March SAC/SAF Agenda, Attendance, Minutes 4/6/2026 SAF-Meeting-March-2026.pdf March SAF Agenda, Attendance, Minutes 4/6/2026 March-Agenda-February-minutes.pdf March SAC Agenda, Attendance, Minutes 4/6/2026 February-Agenda-January-Minutes-.pdf February SAC Agenda, Attendance, Minutes 4/6/2026 FalconCoveMS-A+-Packet_2526.pdf November A+ Funds 2/18/2026 January-29-2026-meeting.pdf January SAC Agenda, Attendance, Minutes 2/9/2026 November-20-Meeting-.pdf November SAF Agenda, Attendance, Minutes 12/2/2025 November-20-Meeting-.pdf November SAC Agenda, Attendance, Minutes 12/2/2025 Falcon-Cove-MS-SAC-Composition-2025-2026.pdf November SAC Composition 12/1/2025 October-SAC-September-Minutes.pdf October SAC Agenda, Attendance, Minutes 10/31/2025 August-SAC-May-Minutes.pdf August SAC Agenda, Attendance, Minutes 10/27/2025 September-Meeting-Agenda--August-Minutes.pdf September SAC Agenda, Attendance, Minutes 9/30/2025 NO-SAF-Meeting.pdf September SAF Agenda, Attendance, Minutes 9/30/2025 SAF-Bylaws-25-26.pdf August SAF ByLaws 9/17/2025 NO-SAF-MEETING.pdf August SAF Agenda, Attendance, Minutes 9/11/2025 SAC-Bylaws.pdf August SAC ByLaws 8/21/2025

Cognia eProve Survey Results

 

File Name	File Uploaded By	Upload Date
Parent-Survey.pdf	JUDITH MALONE	9/11/2025
Staff-Survey.pdf	JUDITH MALONE	9/11/2025
Student-Survey.pdf	JUDITH MALONE	9/11/2025

Family and Community Engagement (FACE) Plan

 

File Name	File Uploaded By	Upload Date
Limitless.PNG	JUDITH MALONE	9/12/2025
FACE-SPACE.png	JUDITH MALONE	9/30/2025
FACE-SPACE.png	JUDITH MALONE	10/7/2025

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