School Info

School Name New Renaissance MS (3911) School Grade (2024 - 2025)
Title 1 School Yes School Improvement (SI) No
School of Excellence No ESSA School No
RAISE
Reading Achievement Initiative for Scholastic Excellence 		No    
SAC Documentation/SAC Upload Center

Executive Summary

Executive Summary

 

File Name File Uploaded By Upload Date
3911_NRMS_Cognia-Executive-Summary-2026.pdfKenyatta Mckie6/25/2025

School Budget Signature Page

School Budget Signature Page

 

File Name File Uploaded By Upload Date
Projection-of-Revenue-Worksheet---NRMS-25-26.pdfKenyatta Mckie9/25/2025

High Quality Instruction

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.

Absences

  • Per 2024-25 school year data in the dashboard, 17% of students were absent 10% or more school days which indicates chronically absent.
  • Each day the child is absent, FOCUS is programmed to initiate a notification to the parent communicating the absence from school and remind the parent to contact the school to report the reason for absence.
  • Monitoring Attendance with Fidelity
    • Attendance administrative designee and attendance clerk regularly monitor student attendance using the FOCUS platform.
    • Attendance is reviewed weekly to identify students with unexcused absences.
    • Maintain detailed records of all communications with parents/guardians
    • Engage parents/guardians as partners in their child's education.
  • Sending Absence Letters
    • Five-Day Letter
      • Send a five-day letter to parents/guardians of any student with 5 unexcused absences through FOCUS.
      • The letter will notify parents/guardians of the absences and the importance of regular attendance.
    • Ten-Day Letter
      • Send a ten-day letter to parents/guardians of any student with 10 unexcused absences through FOCUS.
      • The letter will inform parents/guardians of the continued absences and potential consequences if attendance does not improve.
  • Referral to the Attendance Team
    • Referral to school social worker (SSW) to implement Tier 2 and Tier 3 interventions such as referral to CINS/FINS
    • Tier 2 and Tier 3 Interventions may include BTIP, CINS/FINS, MTSS, and other Secondary Level Truancy Interventions.
    • For students aged 14 and older, with 15 unexcused absences, the prinicpal may decide to proceed with the Secondary Level Truancy Intervention with DMV.
    • Refer students for mentoring groups such as MTL and 5000 Role Models or inclusion of students in various on campus clubs and activities to improve student voice.
  • Regularly follow up with students and families to monitor progress and adjust interventions as needed.
  • Partnerships to award improved attendance and perfect attendance celebrations.
Suspensions
  • One hundred and forty-eight students received one or more suspensions in 2024-25 we would like to address this risk factor because when student are out of school they aren't learning.
  • Implement PBIS with fidelity:
    • Quarterly behavior assemblies
    • Lesson plans that teach PBIS in school
    • School-wide behavior expectations
  •  Interventions with students to dissuade negative behaviors and actions
    • Peer Counseling
    • SSW and School Counselor Groups
    • Increased communication with parents
    • Positive behavior incentives
      • Weekly Principal's Student of the Week
      • Kids of Character
      • IB Learner of the Month
      • Cavalier Bucks used at school store
    • Student led initiatives and assemblies
    • Social Media campaigns on School Instagram account
    • School mentoring and leadership groups
  • Quarterly examination of Big "5" behavioral referrals and sub-group data
  • Quarterly meetings with the Behavior Team
Student Retentions
  • Identify students with two or more retentions.
    • Admin and Guidance meet with identified students
  • Monitor academic progress and add Tier 2 or Tier 3 interventions as needed.
  • Create an incentive plan for those who are maintaining progress or improving
  • Refer students without an Individualized Education Plan to HD Perry for course recovery and remediation to get them to the correct grade.

 

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: Students with Disabilities

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
Based on our relevant data, Students with Disabilities will increase proficiency on the FAST PM3 Math assessment from 30% to 35% by June 2026. Disability Awareness, Understanding accommodations, Differentiated Instruction, Creating a Student Centered Learning Environment Students will take a diagnostic assessment in iReady, FAST PM1 math assessment, and Broward Standard Assessment cumulative test. These assessments will be disaggregated by sub-group and monitored for improvement.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Implementation of Universal Design for Learning
Person(s) Responsible Kenyatta McKie, Tamika Lee, Phillips Perez
Deadline 10/24/2025
Evidence-based Intervention/Strategy 2 Differentiated Instruction
Person(s) Responsible Kenyatta McKie, Tamika Lee
Deadline 12/19/2025
Evidence-based Intervention/Strategy 3 Use of teacher learning station and/or stations or centers as an instructional learning model.
Person(s) Responsible Kenyatta McKie, Tamika Lee, Andreanna Williams, Carrie Gaskins-Hawkins, Akira Guppy, Tangela Lockhart
Deadline 11/14/2025

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? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
Based on our PM2 data, students with disabilities (SWD) demonstrated 16% proficiency in mathematics, an improvement from 9% on the 2025 PM2 assessment—an overall increase of 7 percentage points. We are progressing toward our goal of 35% proficiency. It was important for teachers to recognize that every student has unique needs and abilities when it comes to learning. Differentiated instruction is a teaching approach that acknowledges and responds to the diversity of student learning styles and abilities within the classroom. Teachers identified barriers such as time constraints, behavior management, and assessment challenges. In response, we created opportunities for co-teaching, developed rubrics to assess student learning, and established clear classroom expectations.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?

Performance Matters Data Analysis

  • Strengths allow for real-time data analysis of student knowledge.
  • All assessments, diagnostics, and FAST assessment data are available in Performance Matters, allowing teachers to create targeted remediation and reteaching, coaches to focus on specific student groups, and teams to monitor subgroup data.
  • Time required to train all staff on pulling their individual data and using the data to inform instructional decisions.

Universal Design for Learning (UDL)

  • Proactive and flexible teaching methods are evident.
  • Collaborative opportunities are occurring frequently.
  • Increased real-world connections are needed to boost student motivation.
  • Weakness - Students need frequent formative feedback and opportunities for autonomy to track their own growth.

Differentiated Instruction

  • A core principle is the understanding that students learn in a variety of ways.
  • Time constraints impact planning activities that are on grade level and aligned to standards.
  • Behavior management improves when increased motivation and engagement minimize disruptive behaviors.
  • Assessment challenges include managing the multiple ways students demonstrate mastery.

Learning Stations or Centers

  • Teacher-led stations were the first stations implemented using data.
  • Stations are used in some mathematics classrooms; however, resources to develop these stations require additional planning and review to ensure alignment and rigor.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
  • Professional development on effective collaborative learning strategies in the mathematics classroom.
  • Targeted pull-out groups and co-teaching opportunities to strengthen instruction and support teacher growth.
  • Structured lesson planning and review of instructional resources to ensure alignment.
  • Modeling the effective implementation of instructional stations.
  • Increased use of VR goggles to provide real-world context for mathematical concepts.
  • Focused pull-out support through the activation of Instructional Support personnel.

Area of Focus: Mathematics

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
Based on our relevant data, students enrolled in grades 6 - 8 will achieve a proficiency of 54%, an increase of three (3) percentage points from 2024-25 by June 2026 on the PM3 FAST Math and EOC assessments. Performance Matters Data Analysis, Implementation of Effective Stations in Math, Accountable Talk and Collaboration in Math All students will complete the i-Ready Diagnostic assessment in Math as well as FAST PM1 in Math. We will ensure that students are accurately placed based upon the data. Teacher expectations will be modeled by the math coach as needed and monitored by administration. Students will also utilize IXL and SAVVAS tutorials as a remediation tool based on instructional data.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Explicit Instruction - effective direct teaching of mathematical content.
Person(s) Responsible Phillips Perez, Andreanna Williams, and Kenyatta McKie
Deadline 9/26/2025
Evidence-based Intervention/Strategy 2 Collaborative Learning strategies such as Turn and Talk and justification of mathematical procedures.
Person(s) Responsible Phillips Perez, Andreanna Williams, and Kenyatta McKie
Deadline 9/26/2025
Evidence-based Intervention/Strategy 3 Explicit Vocabulary Instruction
Person(s) Responsible Phillips Perez, Andreanna Williams
Deadline 10/31/2025

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? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
Based on our FAST PM2 performance, our students improved from 10% on PM1 to 27% on PM2 which serves as a seventeen percentage point improvement from beginning of the year to mid-year.  Analysis of our FAST Math PM2 data we have increased our proficiency from 24% to 27% which indicates a three percentage point improvement which historically projects that we are on track to achieve our goal of 54% which is a three percent increase from our previous year's proficiency of 51%.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Explicit Instruction
  • Teachers balacing explicit instruction with  implicit instruction.
  • Gradual release model.
  • Increased number of practice problems observed in the classroom.
  • No weakness
Collaborative Learning (Turn and Talk with justifications)
  • Few teachers utilize the appropriate wait time needed for students to process questions.
  • Focus on mathematical thinking to build number sense.
  • Loss of instructional control - sage on the stage vs. guide on the side
Explicit Vocabulary Instruction
  • Reading strategies increase student understanding of word problems.
  • Focus on synonyms for various mathematical procedures
  • Weakness - Determination of pertinent mathematical content vocabulary as well as instruction on academic vocabulary.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
  • Structured lesson planning for teachers showing minimal student growth.
  • Co-teaching and modeling of expected instructional strategies.
  • Targeted pull-outs with math coach
  • Reorganization of Immersion review days and Extended Learning Opportunities

Area of Focus: ELA/Reading

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
Based on our relevant data, students enrolled in grades 6 - 8 will achieve a proficiency of 54%, an increase of three (3) percentage points from 2024-25 by June 2026 on the PM3 FAST ELA/Reading assessment. Performance Matters Data Analysis, Implementation of Effective Stations in ELA, Continual Read180/The Code training All students will complete a diagnostic assessment using iReady, FAST ELA/Reading assessments, and the new NWEA Map assessment. Use the data to ensure that students are accurately placed in Tier II or Tier III reading courses. Conduct regularly scheduled instructional walk-throughs with literacy team. Review data to ensure that students requiring additional support or accurately supported through MTSS/RtI.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Implementation of Just Read Literacy Coaching Model and Science of Reading.
Person(s) Responsible Kienna Knowles, Carrie Gaskins-Hawkins, Kenyatta McKie, Phillips Perez, and Earnest Toliver
Deadline 9/26/2025
Evidence-based Intervention/Strategy 2 Ensure students are accurately placed based on FAST PM3, NWEA Map, iReady Diagnostic, and FAST PM1. Implement curriculum with fidelity.
Person(s) Responsible Kienna Knowles, Carrie Gaskins, Catherine Burke, Phillips Perez
Deadline 9/26/2025
Evidence-based Intervention/Strategy 3 Use of stations and small groups to implement guided reading with differentiated text. Monitor that the curriculum is used with fidelity by teachers.
Person(s) Responsible Kienna Knowles, Kenyatta McKie, Carrie Gaskins, Catherine Burke
Deadline 10/24/2025

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? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
Data indicates that our PM2 FAST Reading score has increased from 36% in 2025 to 44% in 2026 which is an improvement of 8% points.  In addition, we have improved our score from PM1 to PM2 by ten percentage points from 10% to 27% which is a seventeen point increase in overall proficiency.
  • We had an instructional vacancy in ELA that was filled by the Literacy Coach until an employee was chosen.
  • Remaining staff are veteran and returning.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Science of Reading and Just Read Florida Coaching
  • All students supported in Reading intervention class if earned a level 1 or 2 on FAST PM3 ELA assessment last year.
  • Focus on the Five core components of Reading.
  • Weakness - get our new teachers up to date with Science of Reading.
Accurate placement of students
  • Prior to the school year the leadership team reviews student data and ensures that they are placed in the correct intervention course and/or critical thinking if level 3.
  • Students are monitored and accurately placed based on continual evaluation of iReady, FAST PM, NWEA Map assessments.
  • Weakness - student attendance to complete various assessment.
Stations/small groups
  • Implemented in Reading class with fidelity
  • Support needed for ELA classrooms
  • Allows teachers to work closely with students who need additional support.
  • Weakness - planning authentic and grade-level standards-based activities for stations.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
  • Lesson planning, Co-teaching and modeling of stations with Literacy Coach
  • Professional Development aligned to literacy standards with informational texts through PLCs
  • Content area vocabulary and academic vocabulary focus
  • Incentives for student achievement

Title I Addendum

 

File Name File Uploaded By Upload Date
3911_NRMS_B1_-Addendum_2025-2026.pdfKenyatta Mckie9/10/2025
New-Renaissance--Feedback-Form_25-26.pdfMichael Shorter10/27/2025

K-12 Comprehensive Reading Plan

 

File Name File Uploaded By Upload Date
NRMS_3911_LiteracyPlan.pdfKienna Knowles9/25/2025
NRMS_2526_SIP-K12-CERP-Literacy-Leadership-Contact-Information.pdfKienna Knowles9/25/2025

Resources

Safe and Supportive Environment

Professional Learning Communities (PLC)

PLC Meeting Schedule

PLC Name Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Grade  
Exceptional Student Education PLC Tuesday
Thursday
 1st, 2nd, 3rd, 4th 8/18/2025 - 5/1/2026 8:40 AM - 9:25 AM 6, 7, 8
Unified Arts PLC Tuesday
Thursday
 1st, 2nd, 3rd, 4th 8/18/2025 - 5/1/2026 8:40 AM - 9:25 AM 6, 7, 8
Social Science PLC Tuesday
Thursday
 1st, 2nd, 3rd, 4th 8/18/2025 - 5/1/2026 8:40 AM - 9:25 AM 6, 7, 8
Science PLC Tuesday
Thursday
 1st, 2nd, 3rd, 4th 8/18/2025 - 5/1/2026 8:40 AM - 9:25 AM 6, 7, 8
Math PLC Tuesday
Thursday
 1st, 2nd, 3rd, 4th 8/18/2025 - 5/1/2026 8:40 AM - 9:25 AM 6, 7, 8
Literacy PLC (ELA and Reading) Tuesday
Thursday
 1st, 2nd, 3rd, 4th 8/18/2025 - 5/1/2026 8:40 AM - 9:25 AM 6, 7, 8

Response to Intervention (MTSS/RtI) Plan

 

File Name File Uploaded By Upload Date
NewRenaissanceSAM2025.pdfKienna Knowles8/25/2025
NRMS_MTSS-Action-Plan-25-26.pdfKienna Knowles8/25/2025

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times
Wednesday
 1st, 2nd, 3rd, 4th 8/27/2025 - 5/27/2026 10:00 AM - 11:00 AM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name File Uploaded By Upload Date
SPBP-Template-25-26-(New-RenaissanceMS).pdfKienna Knowles4/30/2025
New-Renaissance-Feedback-Form-2025-2026.pdfDesiree Montalvo5/21/2025

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
3911_NRMS_Word-Version-SIP-Attendance-Plan-25-26.pdfKenyatta Mckie9/11/2025

School Counseling Plan

 

File Name File Uploaded By Upload Date
ASCP-25-26-I.pdfKenyatta Mckie9/25/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name File Uploaded By Upload Date
3911_09132024_New-Renaissance-MS-9.1.21BPIE_2021.pdfKenyatta Mckie9/21/2025
3911_NRMS_SBPIE_063911.pdfKenyatta Mckie10/23/2025

Effective Communication

SAC Documentation

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date
March-2026.pdf March SAC Agenda, Attendance, Minutes 4/24/2026
February-2026.pdf February SAC Agenda, Attendance, Minutes 3/3/2026
New-Renaissance-MS-A+-Packet-_-2526.pdf January A+ Funds 2/17/2026
Dec-2025.pdf December SAC Agenda, Attendance, Minutes 2/13/2026
SAC-Jan-2026.pdf January SAC Agenda, Attendance, Minutes 2/12/2026
november-2025.pdf November SAC Agenda, Attendance, Minutes 12/11/2025
New-Renaissance-MS-SAC-Bylaws-25-26.pdf October SAC ByLaws 12/3/2025
New-Renaissance-MS-SAC-Comp-2025-2026.pdf November SAC Composition 12/1/2025
October-2025.pdf October SAC Agenda, Attendance, Minutes 11/2/2025
SAF-Dates-2025-26.pdf September SAF Meeting Dates 9/30/2025
SAC-Dates-2025-26-rev.pdf September SAC Meeting Dates 9/29/2025
SAC-Dates-2025-26.pdf September SAC Meeting Dates 9/24/2025
September-2025.pdf September SAC Agenda, Attendance, Minutes 9/24/2025

Cognia eProve Survey Results

 

File Name File Uploaded By Upload Date
New-Renaissance-MS-BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2025.pdfJamillah Shakir9/25/2025
New-Renaissance-MS-BCPS-STUDENT-(Grades-6-12)-CUSTOMER-SURVEY-2025.pdfJamillah Shakir9/25/2025
New-Renaissance-MS-BCPS-PARENT-CUSTOMER-SURVEY-2025.pdfJamillah Shakir9/25/2025

Family and Community Engagement (FACE) Plan

 

File Name File Uploaded By Upload Date
Ansin-Sports-Complex.pdfJanuary Rodriguez9/18/2025

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