| School Name | Everglades HS (3731) | 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 |
|---|---|---|
| 3731_Executivesummary.pdf | Jondria Thompson | 9/11/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 2025-2026---Budget-05-29-2025.pdf | Jondria Thompson | 9/11/2025 |
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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. The following intervention strategies are applied 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 June 2026, the percentage of Geometry students scoring proficient or higher on the Geometry FAST Mathematics EOC exam will increase from 45% to 55% as measured by the statewide test. | Small Group Instruction and Student Engagement | Administrator will monitor progress through professional learning communities and CARE CYCLE data results. Results will be evaluated once scores are received through the state. | |||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
Challenges:
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Interventions: A spiral review of vocabulary and algebraic equation-solving skills was conducted. The strategy involved setting up the equation systematically, maintaining alignment of all terms, and logically reasoning through each algebraic step while identifying the corresponding properties. Additionally, the review covered concepts of quadrants, the origin, horizontal and vertical orientation, as well as directions such as left, right, up, and down. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| New Actions: As testing approaches, Geometry students are engaging in practice using the following problem-solving strategies:
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| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| Reflection: Geometry relies extensively on the use of vocabulary, symbols, properties, and theorems to develop proofs and solve problems through diagram interpretation and reading comprehension. Introducing concepts with straightforward constructions and utilizing narratives or analogies can enhance understanding. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By June 2026, the percentage of Algebra 1 students scoring proficient or higher on the Algebra 1 FAST Mathematics EOC exam will increase from 41% to 50% as measured by the Florida End-of- Course Algebra 1 Assessment. | Small Group Instruction and Student Engagement | Administrators will monitor progress through professional learning communities and CARE CYCLE data results. Results will be evaluated once scores are received through the state. | |||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| Implementation Challenges: Evidence: High failure rates on initial assessments, low diagnostic scores, and challenges in mastering new concepts indicate significant student difficulties. Specific Issue: Students entering Algebra I often lack essential prerequisite skills—such as solving multi-step equations, understanding rational numbers, multiplication facts, and integer rules—which contribute to lower success rates. Student Readiness & Foundational Gaps *Proposed Change: * Transition from purely discovery-based learning to explicit, systematic instruction. *Action Plan: * Implement Concrete-Representational-Abstract (CRA) strategies by incorporating algebra tiles and visual models. These tools will support students in conceptual understanding before progressing to abstract symbolic representation. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Intervention/Strategies Explicit Instruction (Direct Instruction): *Description: * This approach involves teacher-led, structured lessons that break down complex concepts into manageable steps. *Strengths: * It is highly effective for introducing new procedures, minimizes cognitive load, and establishes clear expectations. *Weaknesses: * If not complemented with student-led practice, this method may encourage passive learning and potentially overlook deeper conceptual understanding by focusing primarily on procedural steps. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
New Actions Implemented:
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| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| None | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By June 2026, Everglades High School students will increase proficiency in ELA Reading from 67% to 71% as evidenced by the FAST ELA scores for 9th and 10th graders. | Small Group Instruction and Student Engagement | Administrators will monitor progress through professional learning communities and CARE CYCLE data results. Results will be evaluated once scores are received through the state. | |||||||||||||||||||||||||
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 following challenges were identified during the Fall semester: *Limited supplemental resources for students who have not yet achieved proficiency—To address this, programs such as Edmentum and iXL have been implemented in English Language Arts, Reading, World History, and World Languages classes. Identified non-proficient students will receive a minimum of 30 minutes of technology-supported instruction twice weekly. The Literacy Coach and Media Specialist will monitor participation on a bi-monthly basis. *Enhanced data-driven instructional planning—The Principal and Assistant Principal for English Language Arts/Reading are now facilitating monthly data review meetings with teachers. Previously, instructional planning was not consistently informed by data analysis, making these ongoing discussions essential. During these sessions, teachers review their assessment results and compare PM1 versus PM2 data to inform instructional planning for the Spring semester. Additionally, teachers collaborate with the Literacy Coach to analyze comparative data, further supporting curriculum development and interventions for students not meeting proficiency standards. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Identified Strengths of Evidence-Based Interventions: * Implementation of the "High 5" Strategies: Students are engaging in activating background knowledge, questioning, analyzing text structure, creating mental images, and summarizing. These strategies have contributed to measurable growth from PM1 to PM2, reflected by a 7% increase. Observations during classroom walkthroughs confirm that students employ these techniques while reading, enabling them to comprehend grade-level texts effectively. * More frequent use of assessment and feedback: Assessment now extends beyond quarterly evaluations. At the PM2 stage, exit slips have been incorporated into daily classroom routines for formative assessment of specific learning objectives. Furthermore, extended learning opportunities include post-instruction assessments following each reporting category, administered by the Literacy Coach, to determine mastery of lesson content. Identified Areas for Improvement: * Vocabulary Development: There has been insufficient explicit instruction of new vocabulary and promotion of structural analysis to enhance comprehension. Previously, instruction often focused on words in isolation, rather than teaching students to use contextual clues within texts. As a result, there is now an emphasis on integrating content area vocabulary across all classes, not solely reinforcing it within English Language Arts. * Fluency Building: Opportunities for purposeful practice to develop reading speed, accuracy, and prosody (expression) have been limited. Classroom walkthroughs indicated that teachers frequently read texts aloud to students. Currently, greater emphasis is placed on paired reading activities, with ongoing monitoring of student fluency rates. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| To achieve our literacy goal of 71%, several actions are being implemented. Extended learning opportunities are now incorporated within Study Halls and after-school sessions; however, many students are unable to attend after school due to transportation challenges. Consequently, high level two and low level two students receive targeted support during Study Hall, focusing on the reporting categories identified as deficient through FAST PM2 assessments. The Literacy Coach employs Think Aloud strategies within Study Hall, modeling her thought process while reading to demonstrate effective comprehension monitoring. While students often read solely to answer questions, this approach enables them to observe and adopt the teacher's method for thoughtful engagement with the text, thereby enhancing their ability to apply comprehension strategies across various materials. An incentive-based program was implemented to enhance student attendance and lesson completion by providing extended learning opportunities and encouraging engagement with the Edmentum and iXL platforms. Student progress is reviewed bi-monthly to monitor increases in participation, and students demonstrating improvement are recognized with a "Gator Buck" or a snack, presented by their English Language Arts teacher or the Literacy Coach during Study Hall. |
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| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| None | |||||||||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| cerp_signin_25.pdf | Jondria Thompson | 9/22/2025 |
| cerp_agenda.pdf | Jondria Thompson | 9/22/2025 |
| SIP-K12-CERP-Literacy-Leadership-Contact-Information-(1).pdf | Jondria Thompson | 9/24/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MTSS-ACTION-PLAN-2025_2026.pdf | Jondria Thompson | 9/11/2025 |
| 3731_samreport_25.pdf | Jondria Thompson | 9/11/2025 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3731-Everglade-High-School-SPBP-25-26.pdf | Lisa Alonso | 4/28/2025 |
| EVERGLADES-HIGH-Feedback.pdf | Karelle Datulma | 5/19/2025 |
| 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 |
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| 3731_SIP-Attendance-Plan-25-26.pdf | Jondria Thompson | 9/12/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| LWS-Action-Plan-3731.pdf | Jondria Thompson | 9/12/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3731_BPIE.pdf | Jondria Thompson | 9/13/2025 |
SAC Upload Center
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3731_customersurvey_student.pdf | Jondria Thompson | 9/15/2025 |
| 3731_customersurvey_staff.pdf | Jondria Thompson | 9/15/2025 |
| 3731_customersurvey_parent.pdf | Jondria Thompson | 9/15/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3731_faceplan.jpg | Jondria Thompson | 9/12/2025 |
| 3731_faceplan_2.jpg | Jondria Thompson | 9/12/2025 |
| face_oct.jpg | Jondria Thompson | 11/4/2025 |
| face_jan.jpg | Jondria Thompson | 1/13/2026 |