District reports large gains in school grades, narrows number of underperforming subgroup identifications

Brevard Public Schools staff presented a deep review of 2024–25 academic performance on Aug. 26, reporting a rise in school letter grades, fewer schools with subgroup identifications and a slate of targeted interventions for 2025–26. “Thirteen schools increased their letter grades,” a district presenter said, listing schools across the district that had improved. Superintendent Rendell summarized progress: “The number of A schools has increased in 2 years by 10. … Those schools that qualify for, unfortunately, for CSI, you know, reduction, I believe 27 in 2 years, reduction by 27 schools, 38%.” District staff explained that state accountability labels have multiple paths (ATSI, TSI, CSI) and that some shifts to CSI resulted from multi‑year rules about underperforming subgroups moving into the sixth year of identification rather than sudden drops in performance. Staff emphasized recent exits from identification lists for sites including Astronaut High, O’Galley High, Palm Bay Elementary and Westside Elementary after multi‑year interventions. To support continued improvement, the district is deploying targeted resources: 28 third‑grade interventionists funded by millage at identified schools, 12 second‑grade interventionists for CSI schools, expanded middle‑school MTSS coaches, and a schedule of quarterly school‑improvement goals and monthly district school‑walks (some supported by the Florida Department of Education’s Bureau of School Improvement). Staff also reported early‑childhood gains: higher VPK enrollment this fall than in previous years and expansion of the “Mighty Moves” early‑literacy program into grades K–3. For high‑school readiness, staff said college‑and‑career indicators and dual‑enrollment metrics remain priorities — and noted that recent state changes to which grades may earn funding for certain industry certifications will require district scheduling and policy adjustments. School leaders said the new, more frequent data‑review schedule (quarterly goals and monthly walkthroughs) gives principals actionable information and supports faster midcourse corrections. The board asked that staff continue providing monthly updates on PM1 results and other formative data. No board action was required during the workshop; staff said they would return with more granular PM1 and PM2 data and with implementation reports on interventionist positions and MTSS deployment.