School Info

School Name Millennium 6-12 Collegiate Academy (4772) 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
Executive-Summary-2025_26.pdfKim Jean9/21/2025

School Budget Signature Page

School Budget Signature Page

 

File Name File Uploaded By Upload Date
por-millennium-6-12.pdfKim Jean9/26/2025

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.

Based on the 2024–2025 data, our school implements a multi-tiered system of supports (MTSS) to address these indicators.
1. Addressing Chronic Absenteeism
  • Data Insight: 137 students (10%) were absent for 10 or more days, with the largest impact in grades 6–8.
  • Interventions:
    • Attendance contracts and parent conferences for identified students.
    • Daily mentoring and check-ins for chronically absent students.
    • Incentives (recognition, rewards, celebrations) for improved or perfect attendance.
    • Collaboration with the social worker and outside agencies for families with persistent barriers.
  • Impact Goal: Reduce chronic absenteeism by ensuring early identification and increasing student accountability through monitoring and incentives.
2. Reducing Suspensions and Behavior Concerns
  • Data Insight: 318 students had one or more suspensions, with the majority in middle grades (6–8).
  • Interventions:
    • Peer mediation, conflict resolution circles
    • Behavior Intervention Plans (BIPs) with counseling support.
    • Classroom management PD for teachers to reduce referrals.
  • Impact Goal: Provide positive behavior supports to reduce suspensions and increase instructional time for students.
3. Course Failures
  • Data Insight: Only 1 student recorded an ELA course failure; no failures in Math.
  • Interventions:
    • Progress monitoring meetings with teachers for struggling students.
    • Targeted tutoring and reteaching during intervention blocks.
    • Parent conferences and individualized academic support plans.
  • Impact Goal: Maintain minimal course failures by strengthening early identification systems and academic interventions.
4. Statewide Assessment – Level 1 Students
  • Data Insight:
    • ELA Level 1: 248 students, with the largest numbers in grades 7–8.
    • Math Level 1: 225 students, primarily in grades 6–8.
  • Interventions:
    • Placement into intensive reading and math interventions (Read 180, The Code and small-group tutoring).
    • Saturday Academies and after-school tutoring for targeted remediation.
    • Data chats with students to set growth goals and track progress.
    • Differentiated instruction and scaffolding in core classes.
  • Impact Goal: Move students from Level 1 to Level 2 or higher by aligning intervention programs with student data needs.
5. Students with Multiple Risk Factors
  • Data Insight: 52 students were flagged with two or more indicators (attendance, suspensions, Level 1 performance, etc.).
  • Interventions:
    • Intensive case management through MTSS teams.
    • Bi-weekly data reviews with teachers, counselors, and administrators.
    • Wraparound services, including counseling, family outreach, and mentoring programs.
  • Impact Goal: Provide Tier 3 interventions to prevent academic disengagement and reduce retention.
6. Student Retention
  • Data Insight: 69 students were retained two or more times, primarily in grades 6–8.
  • Interventions:
    • Credit recovery and academic enrichment programs.
    • Mentorship opportunities to build confidence and engagement.
    • Summer learning opportunities to prevent further retention.
  • Impact Goal: Minimize repeat retention by ensuring targeted interventions and access to academic recovery opportunities.
 

 

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus:

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By the end of the 2025-2026 school year, overall Grades 6-12 ELA proficiency will increase by at least 8 percentage points, moving from 62% to 70%. Grades 6-8 will improve from 58% proficiency to 68%. Grades 9-10 will increase from 90% proficiency to 95%.

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.
During the Fall semester, PM1 data, walkthrough trends, and MTSS reviews revealed inconsistent use of assessment data to drive instruction, inconsistencies in instructional rigor, gaps in Tier 2 and Tier 3 documentation, and limited student ownership of achievement goals.In response, the Millennium 6-12 Collegiate Academy Team implemented structured MCA data chats, achievement level tracking tools, and targeted professional developments focused small group instruction, R.A.C.E.S., higher order questioning and data dives. Deadlines were established to ensure compliance and to guarantee that reading and math teachers conducted accurate progress monitoring for MTSS, allowing data to be entered and reviewed with fidelity. Additionally, student goal setting and recognition initiatives were introduced, such as FAST Level-up Gametruck Bash, MCA Star Level-up Certificates, Student Application Segment Completion recogntion and incentive carts to increase motivation and accountability.These adjustments strengthened instructional alignment, improved progress monitoring, and positions the school for improved growth moving into PM2 and PM3.

Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
1. Structured Data Chats
Strengths:
  • Increased teachers awareness of PM1 trends and subgroup performance.
  • Created accountability for instructional planning aligned to standards.
  • Promoted reflective conversations around rigor and student outcomes.
  • Encouraged alignment between instruction, assessment, and remediation.
Weaknesses:
  • Initial inconsistency in teacher preparedness (incomplete reflection sheets or limited analysis).
2. Achievement Level Tracking Tools
Strengths:
  • Provided visual clarity on student proficiency bands and growth movement.
  • Helped identify Tier 2 and Tier 3 students more efficiently.
  • Increased transparency and urgency around subgroup performance.
  • Supported progress monitoring during MTSS reviews.
Weaknesses:
  • Required ongoing teacher training to ensure accurate data entry.
3. Targeted Professional Development
(Focused on Small Group Instruction, R.A.C.E.S., Higher Order Questioning, and Data Dives)
Strengths:
  • Strengthened instructional rigor and alignment to Florida B.E.S.T. standards.
  • Improved structured response writing using R.A.C.E.S.
  • Increased use of higher order questioning during walkthrough observations.
  • Reinforced differentiation in small group settings.
Weaknesses:
  • Implementation fidelity varied across classrooms.
 
4. MTSS Deadlines and Documentation Accountability
Strengths:
  • Improved compliance with Tier 2 and Tier 3 documentation.
  • Ensured timely data entry for 390+ students requiring notes and interventions.
  • Increased alignment between reading and math teachers during reviews.
  • Strengthened evidence base for intervention effectiveness.
Weaknesses:
  • Perceived as compliance heavy by some staff.
  • Required additional administrative oversight to maintain consistency.
  • Limited time for deeper analysis beyond documentation completion.
 
5. Student Goal Setting and Recognition Initiatives
(FAST Level Up Game Truck Bash, STAR Certificates, Incentive Carts, Student Application Incentives)
Strengths:
  • Increased student motivation and engagement.
  • Promoted achievement ownership and positive school culture.
  • Created visible celebration of academic success.
  • Encouraged movement between achievement levels.
Weaknesses:
  • Incentive driven motivation may not sustain long term without intrinsic goal development.
  • Needed clearer connection between daily effort and long term academic growth.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
To accomplish the intended outcome for this Area of Focus, we will continue to tighten implementation and move from awareness to consistency. Our next steps include increasing coaching cycles and modeling to ensure small group instruction, R.A.C.E.S., and higher order questioning are implemented with fidelity across all classrooms. We will deepen our data conversations so teachers are not just reviewing FAST data, but adjusting instruction in real time based on trends. Student goal setting will evolve beyond incentives to structured reflection conferences that build true ownership of growth. Additionally, MTSS reviews will focus more intentionally on the effectiveness of interventions rather than just documentation, ensuring strategies are producing measurable gains. These actions will strengthen accountability, rigor, and sustained growth as we move toward PM2 and PM3.

Area of Focus: Math

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By the end of the 2025-2026 school year, overall Grades 6-12 Math proficiency will increase by at least 5 percentage points, moving from 55% to 60%.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Targeted Small Group Instruction Using Data-Driven Differentiation
Person(s) Responsible Math Dept and Math teachers
Deadline 6/1/2026
Evidence-based Intervention/Strategy 2 Extended Learning Opportunities
Person(s) Responsible Math teachers and Administrator over Math (Ms. McWhorter)
Deadline 6/1/2026

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.

During the Fall semester, PM1 math data and walkthrough trends revealed inconsistencies in standards aligned instruction, limited higher order problem solving, and uneven small group differentiation. Some teachers needed additional support analyzing FAST item reports to pinpoint specific skill gaps, particularly in multi step problem solving and algebraic reasoning. MTSS documentation for Tier 2 and Tier 3 math students was also not consistently updated, which delayed timely intervention adjustments.

In response, we implemented focused math data chats centered on item analysis and standards breakdowns. Achievement trackers were used to monitor movement across proficiency levels. Professional development emphasized mathematical discourse, problem solving strategies, and higher order questioning to increase rigor. Clear MTSS deadlines were established to strengthen accountability and ensure progress monitoring was completed with fidelity. These adjustments improved instructional alignment and data driven decision making, positioning us for stronger growth moving into PM2 and PM3.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?

1. Structured Math Data Chats

Strengths:
• Increased awareness of PM1 trends, subgroup gaps, and standards specific deficits.
• Strengthened accountability for standards aligned planning using FAST, SAVVAS, and IXL data.
• Improved alignment between instruction, assessment, and remediation.

Weaknesses:
• Initial inconsistency in analyzing SAVVAS and IXL reports to drive targeted adjustments.

2. Math Achievement Tracking

Strengths:
• Provided clear visuals of proficiency levels and growth movement.
• Improved identification of Tier 2 and Tier 3 students using multiple data sources.
• Strengthened progress monitoring during MTSS reviews.

Weaknesses:
• Required ongoing support to ensure accurate interpretation and consistent updates.

3. Targeted Math Professional Development

Strengths:
• Increased rigor and alignment to Florida B.E.S.T. standards.
• Improved use of SAVVAS for core instruction and IXL for skill remediation.
• Strengthened higher order questioning and small group differentiation.

Weaknesses:
• Implementation fidelity varied across classrooms.

4. MTSS Documentation 

Strengths:
• Improved completion of Tier 2 and Tier 3 documentation tied to intervention data.
• Ensured timely progress monitoring and review of student growth.

Weaknesses:
• Perceived as compliance focused and required consistent oversight.

5. Student Goal Setting and Recognition

Strengths:
• Increased motivation tied to FAST performance and IXL skill mastery.
• Promoted ownership and celebration of math growth.

Weaknesses:
• Incentives supported short term motivation and required deeper goal reflection for sustained growth.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
To accomplish the intended outcome for this Area of Focus in math, the Math Department Head, in collaboration with the Administrator over Math, will lead efforts to strengthen consistency in standards aligned instruction and ensure intentional use of FAST, SAVVAS, and IXL data to drive daily instructional decisions. The team will refine small group instruction to directly target identified skill deficits, particularly in multi step problem solving and algebraic reasoning. During MTSS reviews, the Math Department Head and Administrator will prioritize evaluating intervention effectiveness and measurable student growth rather than documentation alone. Additionally, structured student goal reflection tied to SAVVAS performance and IXL skill mastery will be implemented to increase ownership of progress. These actions will strengthen rigor, accountability, and sustained growth toward PM2 and PM3 targets.

Area of Focus: ELA/Reading

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By the end of the 2025-2026 school year, overall Grades 6-12 ELA proficiency will increase by at least 8 percentage points, moving from 62% to 70%. Grades 6-8 will improve from 58% proficiency to 68%. Grades 9-10 will increase from 90% proficiency to 95%. Small Group Instruction and Station Rotations, Student Collaboration and Engagement, Checking for Understanding This Area of Focus will be monitored through classroom walkthroughs, data chats, PLCs, and professional develpoments

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Targeted Small Group Instruction Using Data-Driven Differentiation
Person(s) Responsible Kim Jean, Dr.Miller, Ms. McWhorter, Ms. Williams
Deadline 5/25/2026
Evidence-based Intervention/Strategy 2 Student Collaboration and Engagement
Person(s) Responsible Kim Jean, Dr.Miller, Ms. McWhorter, Ms. Williams
Deadline 5/25/2026
Evidence-based Intervention/Strategy 3 Checking for Understanding
Person(s) Responsible Kim Jean, Dr.Miller, Ms. McWhorter, Ms. Williams
Deadline 5/25/2026

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.
NA
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
NA
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
NA

Title I Addendum

 

No files have been uploaded.

K-12 Comprehensive Reading Plan

 

File Name File Uploaded By Upload Date
CERP_25_26.pdfKim Jean9/15/2025
CERP_Meeting_Agenda.pdfKim Jean9/15/2025

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  
Millennium 6-12 Collegiate Academy PLC Schedule Monday
Tuesday
Wednesday
Thursday
Friday 		1st, 2nd, 3rd, 4th, 5th 9/1/2025 - 6/1/2026 9:30 AM - 4:30 AM 6, 7, 8, 9, 10, 11, 12

Response to Intervention (MTSS/RtI) Plan

 

File Name File Uploaded By Upload Date
2025-26-MTSS-Action-Plan-MCA6-12-(1).pdfKim Jean9/15/2025

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times
Tuesday
 1st, 2nd, 3rd, 4th, 5th 8/26/2025 - 6/1/2026 9:45 AM - 11:00 AM
Tuesday
 1st, 2nd, 3rd, 4th, 5th 8/26/2025 - 6/1/2026 9:45 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-25-26.pdfMoira Sweeting-Miller4/30/2025
Millenium-6-12-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
4772_Word-Version-SIP-Attendance-Plan-25-26-(1).docxNina McWhorter9/22/2025

School Counseling Plan

 

File Name File Uploaded By Upload Date
ASCP_4772_26.pdfKim Jean9/21/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name File Uploaded By Upload Date
MCA_BPIE-Implementation-25_26.pdfKim Jean9/21/2025

Effective Communication

SAC Documentation

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date
Millennium-6-12-A+Final-Packet--1.pdf January A+ Funds 2/17/2026
SAF---JAN-2026.pdf January SAF Agenda, Attendance, Minutes 1/26/2026
SAC---JAN-2026.pdf January SAC Agenda, Attendance, Minutes 1/26/2026
Millennium-6-12-SAC-Composition-2025-2026.pdf October SAC Composition 12/6/2025
10.22.25-SAC-Sign-in.pdf October SAC Agenda, Attendance, Minutes 11/20/2025
10.22.25-SAF-Sign-in.pdf October SAF Agenda, Attendance, Minutes 11/20/2025
SAC-Sign-in-Sheet-Agenda-Minutes-Millennium-6-12-Collegiate-Academy-(4772)---11-19-25.pdf November SAC Agenda, Attendance, Minutes 11/19/2025
10.22.25-SAF-Minutes_rev.pdf October SAF Agenda, Attendance, Minutes 11/13/2025
10.22.25-SAF-Agenda_revv.pdf October SAF Agenda, Attendance, Minutes 11/13/2025
SEPT-9.24.25-SAC-sign-in.pdf September SAC Agenda, Attendance, Minutes 11/13/2025
9.24.25-SAC-BYLAWS.pdf September SAC ByLaws 11/11/2025
Millennium-6-12-Collegiate-Academy-SAF-Bylaws-25-26.pdf October SAF ByLaws 11/11/2025
9.24.25-SAC-Meeting-Agenda.pdf September SAC Agenda, Attendance, Minutes 11/11/2025
10.22.25-SAC-Agenda.pdf October SAC Agenda, Attendance, Minutes 11/10/2025
4772_MCA_SAC-minute---10.22.25.pdf October SAC Agenda, Attendance, Minutes 11/10/2025
Green-and-Cream-Handwritten-Organic-Scrapbook-School-Newsletter-(9)-(1).pdf September SAF Meeting Dates 9/21/2025
Green-and-Cream-Handwritten-Organic-Scrapbook-School-Newsletter-(9)-(1).pdf September SAC Meeting Dates 9/21/2025

Cognia eProve Survey Results

 

File Name File Uploaded By Upload Date
Millennium-6-12-Student-Survey-2025.pdfWanda Ponder10/1/2025
Millennium-6-12-Staff-Survey-2025.pdfWanda Ponder10/1/2025
Millennium-6-12-Parent-Survey-2025.pdfWanda Ponder10/1/2025

Family and Community Engagement (FACE) Plan

 

File Name File Uploaded By Upload Date
MCA_FACE-Plan-2025-26pdf.pdfKim Jean9/21/2025

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