| School Name | Park Trails ES (3781) | 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 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 2526ExecutiveSummaryPTE.docx | Christina McNair | 9/11/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 2025-26-Budget.pdf | Sharon Harper | 5/30/2025 |
|
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. Attendance: Interventions to address attendance below 90% include: parent contact/conferences, social worker visits, recognizing positive attendance, incentives for school attendance. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| Based on the 2025 Spring FAST ELA PM 3 for grades 3-5, 58% of our lowest quartile students made their learning gain. Implementing the below listed strategies and scaffolds, we will increase this percentage by 5% to 63% of our lowest quartile students making learning gains as measured by the Spring 2026 ELA FAST PM 3. | SOR Decision Tree Training for teachers, PLCs for data driven instruction | $0.00 | We will monitor student progress throughout the year by pulling data from Benchmark Assessments, i-Ready diagnostics and lessons, and our FAST PM 1 and PM2 ELA data. We will review this information at RTI meetings, team meetings, and data chats. | ||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| One challenge we faced as we implemented was our ESE inclusive scheduling and meeting the needs of our students minutes while still protecting the WIN block. In years past, there was a more rigid use of support facilitators who would only work with specific ages/grades. With three ESE support facilitators and hundreds of students with their accompanying schedules, it was too difficult to assign "grades" to specific teachers. We worked with our district ESE support personnel to effectively map out a schedule where the focus was meeting the needs of students, not appeasing teachers and their grade preferences. This was also rebuilt to protect the WIN block, where each ESE teacher is now servicing additional students who received a third dose of instruction for the day. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| We adjusted our ESE schedule to best meet the needs of our students. The WIN block has proven to be very successful providing the additional research based instructional supports for students in need. We have utilized both beginning of the year introductions and trainings reinforced through our bi-weekly professional learning communities (PLCs) to properly implement and utilize the Science of Reading Decision Tree. This has further assisted staff best prescribe proper and appropriate scaffolding and instructional supports to meet the needs of our learners to fill gaps. | |||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| There are three additional new actions that we are incorporating to attain the intended outcome for our area of focus. One way is we are implementing a twice a week, Extended Learning Opportunity (ELO) for targeted students in our lowest quartiles and bubble students in grades 3 through 5. They will focus on specific ELA standards that are areas of weakness for the specific students. A second way is through an additional way of support through our WIN block. We have added in 4 additional teachers to meet the needs of students who may not have received WIN support based on the initial data run coupled with decision tree results. These teachers will focus on specific standards that are targeted based on data. A third way is using push-in and pull-out support for additional small group reading instruction groups run by leadership team (i.e. coach, admin, counselors, etc.). Groups will be updated weekly based on standards. | |||||||||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| Based on the 2025-2026 ELA FAST PM 2, 44% of our lowest quartile learners have already hit the scale score necessary to constitute a learning gain. Based on the same assessment, 70.6% of our lowest quartile learners have either hit their scale score or are within 10 scale points of earning a learning gain. | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Based on the 2025 Spring FAST/STAR ELA PM 3 for grades K-2 Students with Disabilities (SWD) subgroup, 50% of our SWD students made proficiency. Implementing the below listed strategies and scaffolds, we will increase this percentage by 5% to 55% of our SWD students earning proficiency as measured by the Spring 2026 ELA FAST/STAR PM 3. | SOR Decision Tree Training for teachers, PLCs for data driven instruction | $0.00 | We will monitor student progress throughout the year by pulling data from Benchmark Assessments, i-Ready diagnostics and lessons, and our FAST PM 1 and PM2 ELA data. We will review this information at RTI meetings, team meetings, and data chats. | ||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| One challenge we faced as we implemented was our ESE inclusive scheduling and meeting the needs of our students minutes while still protecting the WIN block. In years past, there was a more rigid use of support facilitators who would only work with specific ages/grades. With three ESE support facilitators and hundreds of students with their accompanying schedules, it was too difficult to assign "grades" to specific teachers. We worked with our district ESE support personnel to effectively map out a schedule where the focus was meeting the needs of students, not appeasing teachers and their grade preferences. This was also rebuilt to protect the WIN block, where each ESE teacher is now servicing additional students who received a third dose of instruction for the day. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| We adjusted our ESE schedule to best meet the needs of our students. The WIN block has proven to be very successful providing the additional research based instructional supports for students in need. We have utilized both beginning of the year introductions and trainings reinforced through our bi-weekly professional learning communities (PLCs) to properly implement and utilize the Science of Reading Decision Tree. This has further assisted staff best prescribe proper and appropriate scaffolding and instructional supports to meet the needs of our learners to fill gaps. | |||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| Based on the current state of where we are with results from December (FAST PM 2), there are two additional actions that have or will be incorporated to attain the intended outcome for our area of focus. One is the incorporation of a reading mentoring program where students will receive additional support after school in an extended learning opportunity. Specific students were targeted based on utilizing a standards' needs analysis. Secondly, we have incorporated UFLI into our daily instruction in both kindergarten and 1st grade to shore up many different phonics deficiencies. This has been implemented since November. | |||||||||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| As of the 2025-2026 FAST PM2 Assessment for grades K, 1st, and 2nd, 24% of our Students With Disabilities (SWD) have already scored proficient on the assessment. | |||||||||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| PTE_3781_2025_2526_SIP-K12-CERP-Literacy-Leadership-Contact-Information-(1).pdf | Sharon Harper | 9/30/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3781_ParkTrailsElementary_MTSS-Action.pdf | Sharon Harper | 9/9/2025 |
| Spring_25_Broward_Park-Trails-Elementary-School_SAM_Dashboard.pdf | KAYDE SEWELL CAMPBELL | 4/2/2026 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Park-Trails-ES-SPBP-Feedback-Form-2025-2026-(1).pdf | Vonda Palmer-Carter | 6/25/2025 |
| 3781-ParkTrails-2526-SPBP.pdf | Christina McNair | 7/17/2025 |
| 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 |
|---|---|---|
| PTE-Attendance-Plan.pdf | Sharon Harper | 8/21/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3781_ParkTrailsElementary_SchoolCounselingPlan_2526.pdf | Sharon Harper | 9/30/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| PTE-BPIE.pdf | Sharon Harper | 8/21/2025 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3781_ParkTrailsElementary_StudentSurveys.pdf | Sharon Harper | 9/9/2025 |
| 3781_ParkTrailsElementary_StaffSurveys.pdf | Sharon Harper | 9/9/2025 |
| 3781_ParkTrailsElementary_ParentSurveys.pdf | Sharon Harper | 9/9/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| PTE-FACE-Space-2.jpg | Sharon Harper | 9/12/2025 |
| PTE-FACE-Space-1.jpg | Sharon Harper | 9/12/2025 |