| School Name | School Grade (2025 - 2026) | A | |
| Title 1 School | Yes | School Improvement (SI) | No |
| School of Excellence | Yes | ESSA School | No |
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RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
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| File Name | File Uploaded By | Upload Date |
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| Discovery-ES---FY2027-Budget-Allocation-and-Operations-Funds-Form.pdf | Dannyelle deVarona | 8/21/2026 |
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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. Discovery Elementary uses a structured, individualized approach to support students identified through the early warning system. The data show that 96 students have two or more early warning indicators, including excessive absences, suspensions, Level 1 performance in ELA or mathematics, substantial academic deficiencies, and previous retention. The school reviews the specific indicators and academic needs of each identified student and develops appropriate intervention plans. Student progress is monitored regularly, and interventions are adjusted based on assessment results, classroom performance, attendance, behavior, and the student’s response to intervention. Interventions are implemented on a case-by-case basis and may include assigning a mentor, conducting parent conferences or home visits, connecting families with appropriate service providers, providing attendance and behavior incentives, and organizing special activities to increase student engagement and participation. Positive relationships are intentionally fostered, and clear expectations are established for attendance, behavior, homework completion, and academic achievement. Students with behavioral or suspension indicators receive targeted support to address barriers that may interfere with instructional time and academic success. Students demonstrating academic deficiencies receive targeted instruction through push-in and/or pull-out support designed to address gaps in proficiency with grade-level standards. Research-based reading interventions include UFLI,Benchmark Advance Heggerty and SIPPS. These programs target foundational literacy skills such as phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. Mathematics interventions include the Math Diagnosis and Intervention System (MDIS) assessments and intervention lessons, along with tiered instructional resources available through the enVision Mathematics, Ready lessons, and SAVVAS Realize programs. Teachers use ongoing assessment and progress-monitoring data to provide differentiated instruction, determine the effectiveness of interventions, and make timely adjustments to meet each student’s needs. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By Spring 2027, we will increase math lowest quartile learning gains from 56% to 58% as evidenced on the 2027 PM3 FAST Math. | Teachers who need training on BEST Standards, Envision, or Math Diagnoses and Intervention System (MDIS) will be able to receive the training. The coach will conduct refresher trainings as needed. | The area of focus will be monitored using the Envision topic assessments, Envision cumulative assessments, and Progress Monitoring assessment 1 and assessment 2 . The leadership team will meet, analyze all data, and use it to monitor that the interventions in place are closing achievement gaps. | |||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By Spring 2027, we will increase ELA proficiency in 3rd through 5th grade from 72% to 74%, and in Kindergarten to 2nd grade from 74% to 76%, as measured by Progress Monitoring 3, the Florida Assessment of Student Thinking (FAST), and STAR assessments. | Teachers who need training on BEST Standards, Benchmark Universe, or Heggerty will be able to receive the training. Literacy Coach will conduct refresher trainings as needed. | The area of focus will be monitored using the Benchmark Universe unit assessments and Progress Monitoring assessment 1 and assessment 2 . The leadership team will meet and review the data and use it to establish interventions that will work towards closing any achievement gaps. | |||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 3962_Title-I_Addendum.pdf | Dannyelle deVarona | 8/25/2026 |
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PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
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| 25-26_Broward_Discovery-Elementary-School_SAM_Dashboard.pdf | Lauren Kirik | 8/4/2026 |
| 3962_MTSS-PLAN.pdf | Dannyelle deVarona | 8/21/2026 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
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| SPBP-Discovery-Elementary-2026-27.pdf | Dannyelle deVarona | 4/28/2026 |
| Discovery-ES_26-27-SPBP-Feedback-Form.pdf | Donna Lindsay | 5/30/2026 |
| 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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| Discovery-Elementary-26-27-Attendance-SIP-Plan-.pdf | Dannyelle deVarona | 8/25/2026 |
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| File Name | File Uploaded By | Upload Date |
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| 3962_09182025_SBPIE_2425_063962.pdf | Dannyelle deVarona | 8/25/2026 |
SAC Upload Center
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