| School Name | Challenger ES (3771) | School Grade (2024 - 2025) | A |
| Title 1 School | Yes | 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 |
|---|---|---|
| Challenger-Elementary_Executive-Summary-2025-2026-(1).pdf | Claudine Dunbar-Creary | 9/11/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| signed-budget-2526.pdf | Tia Holness | 8/8/2025 |
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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. Data review is the main indicator that informs our decision-making process. Challenger is using several assessments such as FAST Reading and Math, STAR Reading, iReady Diagnostic, Benchmark Reading, and Envision Math. These assessments help us to determine qualification for Tier 2 and 3 interventions (indicated by Broward County Public School's K-12 Comprehensive Evidence-Based Reading Plan, and Reading Decision Chart's Guidance). Students meeting the criteria receive Tier 2 and Tier 3 strategies with their classroom teacher. Students new to the school are assessed immediately and are provided interventions as well. The 2025 FAST PM 3 Reading data shows that 57% of our 3rd grade students were proficient in Reading, which is lower than our 4th grade at 63% and our 5th grade at 60%. Twenty-percent of our 3rd grade, 23% of fourth graders and 11% of fifth graders scored a level 1 in English Language Arts (ELA). The 2025 FAST PM 3 Math data shows our 3rd graders at 65%, 4th graders at 68% and 5th graders at 63%. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By May 2026, students attending the full school year in grades K-2 will demonstrate an overall increase in ELA proficiency from 62% to 65%. or higher, as evidenced by the FAST ELA progress monitoring 3 results. | UFLI, Improved effectiveness for Tier 1 instruction by providing professional learning and support in implementing whole group and small group instruction. | Both data and formative/summative assessments will be utilized to monitor the desired outcome for ELA proficiency goals. Benchmark Unit Assessments will be used to monitor growth on specific BEST ELA standards. In addition, iReady Reading Growth Monitoring and FAST Reading PM2 will be used to track progress towards the summative goal. Challenger will use FAST Reading PM3 as our summative data to identify progress of learning gains. | |||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| During the Fall semester, the school encountered several implementation challenges with UFLI that impacted the effective execution of instructional initiatives and intervention supports. One primary challenge was inconsistent implementation of instructional strategies across grade levels, largely due to varying levels of staff readiness and completing instructional demands. As a result, the school identified the need for targeted professional development and provided additional training and implementation support for teachers requiring assistance. These supports were designed to strengthen instructional fidelity, increase staff confidence, and ensure consistent delivery of the intervention to better meet student needs. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Collectively, the interventions implemented at Challenger Elementary provide a tiered, data driven approach that allows the school to address a wide range of reading skills gaps. While each intervention demonstrates clear strengths aligned to specific student needs; limitations exist when students present complex or overlapping deficits. This necessitates the strategic layering of interventions to ensure instructional effectiveness and maximize student progress. In addition to instructional support, the school implemented family engagement strategies to strengthen literacy outcomes. Challenger Elementary hosted a Family Literacy Night that included professional development for parents focused on supporting reading, writing, and vocabulary at home and strengthening the home–school connection. The local public library was invited to participate, providing families with resources and access to literacy support. As a result of this collaboration, several families registered for library cards, increasing student access to books and reinforcing literacy development beyond the school setting. |
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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 include increasing the frequency of progress monitoring, strengthening instructional fidelity through targeted coaching and professional learning, refining intervention scheduling to protect uninterrupted instructional time, and enhancing collaboration among teachers and interventionists. In addition, the school restructured reading blocks to better align instruction and interventions with identified student needs, allowing for more intentional grouping and focused skill remediation. Family communication will also be strengthened to support reading development at home. Collectively, these actions will ensure timely instructional adjustments and contribute to improved student outcomes. | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By May 2026 students attending the full school year in grades 3-5 will demonstrate an overall increase in ELA proficiency from 60% to 63% or higher, as evidenced by the FAST ELA progress monitoring 3 results. | UFLI, Improved effectiveness for Tier 1 instruction by providing professional learning and support in implementing whole group and small group instruction. | Both data and formative/summative assessments will be utilized to monitor the desired outcome for ELA proficiency goals. Benchmark Unit Assessments will be used to monitor growth on specific BEST ELA standards. In addition, iReady Reading Growth Monitoring and FAST Reading PM2 will be used to track progress towards the summative goal. Challenger will use FAST Reading PM3 as our summative data to identify progress of learning gains. | |||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
During the Fall semester, the school encountered the following implementation challenges: |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
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Collectively, the interventions implemented at Challenger Elementary provide a tiered, data driven approach that allows the school to address a wide range of reading skills gaps. While each intervention demonstrates clear strengths aligned to specific student needs; limitations exist when students present complex or overlapping deficits. This necessitates the strategic layering of interventions to ensure instructional effectiveness and maximize student progress. |
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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 include increasing the frequency of progress monitoring, strengthening instructional fidelity through targeted coaching and professional learning, refining intervention scheduling to protect uninterrupted instructional time, and enhancing collaboration among teachers and interventionists. In addition, the school restructured reading blocks to better align instruction and interventions with identified student needs, allowing for more intentional grouping and focused skill remediation. Family communication will also be strengthened to support reading development at home. Collectively, these actions will ensure timely instructional adjustments and contribute to improved student outcomes. | |||||||||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| title-1-addendum-2025-202609-19-2025-152940.pdf | Kelly Barbera | 9/19/2025 |
| Challenger-Feedback-Form_25-26.pdf | Michael Shorter | 10/27/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Literacy-Leadership-and--MTSS-CPST-BOY-Meetng-Agenda-20252026.pdf | Kelly Barbera | 9/12/2025 |
| Challenger-Literacy-Leadership-Contact-Information-2025-2026.pdf | Kelly Barbera | 9/12/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Challenger-3771-SAM-Recording-Forn-Final-2024-2025.pdf | Kelly Barbera | 6/9/2025 |
| MTSS-Action-Plan-25-26-Challenger.pdf | Kelly Barbera | 9/11/2025 |
| Spring_25_Broward_Challenger-Elementary-School_SAM_Dashboard.pdf | KAYDE SEWELL CAMPBELL | 4/2/2026 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Challenger-Elementary-3771-SPBP--25-26.pdf | Claudine Dunbar-Creary | 4/30/2025 |
| Challenger-ES-Feedback-2025-26.pdf | BRENDA MICHEL | 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 |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Challenger-SIP-Attendance-Plan-25-26.pdf | Claudine Dunbar-Creary | 9/11/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| ASCP-2025-26.pdf | Claudine Dunbar-Creary | 9/11/2025 |
| ASCSP-2025-26-Updated.pdf | Claudine Dunbar-Creary | 10/1/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| BPIE063771.pdf | Tia Holness | 6/6/2025 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| eCogniaSurveysReport2425Parent.pdf | Tia Holness | 6/6/2025 |
| eCogniaSurveysReportStaff2425.pdf | Tia Holness | 6/6/2025 |
| eCogniaSurveysReportStudent-2425.pdf | Tia Holness | 6/6/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| FACE-Board.pdf | Claudine Dunbar-Creary | 9/12/2025 |