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.
1.
Grades K-2: Instructional Practice specifically relating to Reading/ELA
63% of students tested on the Star Early Literacy Assessment and 25% of students tested on the Star Reading assessment scored below a level 3. These scores represent an improvement of -8 percent and +42 percent, respectively from PM3 in SY24.
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Grades 3-5: Instructional Practice specifically related to Reading/ELA
51% of students tested in 4th grade scored below a level 3 on the FAST ELA assessment in PM3, an improvement of 12% over 4th grade performance on PM3 in SY24.
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.
1.
Grades K-2 Measurable Outcomes
The percentage of Kindergarten students tested on the Star Early Literacy Assessment or the Star Reading Assessment scoring at a level 3 or above will increase by 4 percent by SY26 PM3 to 41%.
2.
Grades 3-5 Measurable Outcomes
The percentage of 4th Grade students tested on the FAST Reading Assessment scoring at a level 3 or above will increase to 53 % (an improvement of 4%) by SY26 PM3.
1.
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.
Administration and Academic coaches will conduct weekly swoops to ensure small group instruction with targeted supports are happening with fidelity and accuracy as planned. Follow-up meetings will be scheduled weekly to report strengths and areas of concern to develop a plan to highlight strengths and remediate areas of concerns. Administration will participate in all grade-level PLC data analysis meetings to assist the reading coaches and ensure that teachers are adequately prepared and comprehending their data to effectively support the students.
2.
Person Responsible for Monitoring Outcome
Enter the name of the person responsible for monitoring this outcome.
Katie Sandlin, Principal; Matthew Sibert, Assistant Principal
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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?
Lake Trafford Elementary will use the evidence based intervention of using questioning to help students elaborate on critical content. For students scoring below grade level, we will implement the multi-tiered system of support with fidelity, monitor the child's response to the interventions, and continue weekly collaborative planning with grade level teams to increase ELA proficiency.
2.
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 practices and programs address the identified need for additional small group instruction and enhanced data dialogue to improve teaching effectiveness. Monitoring and data tracking of end of unit assessments, exit tickets, and daily classwork and early intervention align with the development of a system of formative assessment to allow school personnel to be able to use data related to students' progression through standards to make impactful instructional adjustments.
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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Student performance will be monitored by grade-level teams. Students demonstrating need for interventions will be brought forward to the problem-solving committee and intervention implementation, fidelity, and data monitoring will be monitored by school administration and Resource Staff assigned to the grade level.
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Katie Sandlin, Principal; Matthew Sibert, Assistant Principal, Genette Rincon, Literacy Coach; Connie Beliato, Literacy Coach
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