For the 2025-2026 school year, the criteria includes schools with students in grades three through five where 50 percent or more of its students, in any grade level, score below a level 3 on the most recent statewide English Language Arts (ELA) assessment; or progress monitoring data collected from the coordinated screening and progress monitoring system pursuant to s. 1008.25(9), F.S., shows that 50 percent or more of the students are not on track to pass the statewide, standardized grade 3 ELA assessment for any grade level kindergarten through grade 3; and at least 10 students must be present for both the second and third full-time equivalent (FTE) survey periods and must be enrolled at the time of the statewide, standardized testing.
Include a description of your Area of Focus (Instructional Practice specifically relating to Reading/ELA) for each grade below, how it affects student learning in literacy, and a rationale that explains how it was identified as a critical need from the data reviewed. Data that should be used to determine the critical need should include, at a minimum:
- The percentage of students below Level 3 on the 2024−2025 statewide, standardized ELA assessment. Identification criteria must include each grade that has 50 percent or more students scoring below Level 3 in grades 3-5 on the statewide, standardized ELA assessment.
- The percentage of students in kindergarten through grade 3, based on 2024−2025 coordinated screening and progress monitoring system data, who are not on track to score Level 3 or above on the statewide, standardized ELA assessment.
- Other forms of data that should be considered: formative, progress monitoring and diagnostic assessment data.
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Grades K-2: Instructional Practice specifically relating to Reading/ELA
Kindergarten ELA: 45% proficient on Star Early Literacy
Second grade ELA: 41% proficient on Star Reading
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Grades 3-5: Instructional Practice specifically related to Reading/ELA
No reponse.
State the specific measurable outcome the school plans to achieve for each grade below. This should be a data-based, objective outcome. Include prior year data and a measurable outcome for each of the following:
- Each grade K -3, using the coordinated screening and progress monitoring system, where 50 percent or more of the students are not on track to pass the statewide ELA assessment;
- Each grade 3-5 where 50 percent or more of its students scored below a Level 3 on the most recent statewide, standardized ELA assessment; and
- Grade 6 measurable outcomes may be included, as applicable.
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Grades K-2 Measurable Outcomes
Kindergarten: Increase student proficiency from 45% to 50% on the STAR Early Literacy Assessment by May 29th, 2025.
Second Grade: Increase student proficiency from 41% to 53% on the STAR Reading Assessment by May 29th, 2025.
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Grades 3-5 Measurable Outcomes
No reponse.
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Monitoring
Describe how the school’s Area(s) of Focus will be monitored for the desired outcomes. Include a description of how ongoing monitoring will impact student achievement outcomes.
Student proficiency on grade level assessments like ELA Module assessments, exit tickets and other work samples aligned to the depth and complexity of grade level BEST standards will be monitored weekly and discussed during collaborative planning. This ongoing monitoring will help to ensure that all students are making learning gains and reaching proficiency.
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Person Responsible for Monitoring Outcome
Enter the name of the person responsible for monitoring this outcome.
Jill Striz and Tiffany Rosenberger
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Description
Describe the evidence-based practices/programs being implemented to achieve the measurable outcomes in each grade and describe how the identified practices/programs will be monitored. The term "evidence-based" means demonstrating a statistically significant effect on improving student outcomes or other relevant outcomes as provided in 20 U.S.C. §7801(21)(A)(i). Florida’s definition limits evidence-based practices/programs to only those with strong, moderate or promising levels of evidence.
- Do the identified evidence-based practices/programs meet Florida’s definition of evidence-based (strong, moderate or promising)?
- Do the evidence-based practices/programs align with the district’s K-12 Comprehensive Evidence-based Reading Plan?
- Do the evidence-based practices/programs align to the B.E.S.T. ELA Standards?
Highlands Elementary will focus on delivering lessons focused on the critical content of Florida BEST Benchmarks. Key components of this will include ensuring that all instruction uses grade level text, and meets the depth and complexity of the Florida BEST Benchmarks. Instructional strategies include engaging students in the critical content, focusing questioning on the critical content and providing small group instruction in order to scaffold all students up to the critical content of the benchmark.
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Rationale
Explain the rationale for selecting practices/programs. Describe the resources/criteria used for selecting the practices/programs.
- Do the evidence-based practices/programs address the identified need?
- Do the identified evidence-based practices/programs show proven record of effectiveness for the target population?
The evidence-based practice of identifying critical content address the identified need of increasing student proficiency as it focuses on and ensures that all students have access to the critical content of the Florida BEST benchmarks. Scaffolding instruction has a proven record of effectiveness for the Highlands Elementary School population.
List the action steps that will be taken to address the school’s Area(s) of Focus. To address the area of focus, identify 2 to 3 action steps and explain in detail for each of the categories below:
- Literacy Leadership
- Literacy Coaching
- Assessment
- Professional Learning
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1
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Provide Professional Learning in the Element of Identifying Critical Content.
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Tiffany Rosenberger
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2
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Provide Professional Learning for teachers in the area of questioning.
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Tiffany Rosenberger
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3
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Provide Professional Learning for teachers in the areas of scaffolding instruction and small group instruction.
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Tiffany Rosenberger
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4
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Discuss and reflect on student achievement data weekly at collaborative planning, with a focus on effective strategies and best practices in Identifying Critical Content.
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Jill Striz
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