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
• Deliver systematic, sequential instruction in phonemic awareness and phonics using an evidence-based program, ensuring students build automaticity in sound-symbol relationships.
• Incorporate informational texts in science and social studies to build knowledge, strengthen vocabulary and support comprehension development.
2.
Grades 3-5: Instructional Practice specifically related to Reading/ELA
• Teach and model strategies for understanding complex texts, including summarizing, questioning, making inferences, identifying text structure, and determining central ideas
• Review statewide assessment and progress monitoring data at least monthly to target Tier 2/3 interventions for students below proficiency and enrichment for students above proficiency.
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
• By May 2026, at least 55% of students in grades K-2 will demonstrate proficiency in comprehension of informational text as measured by grade-level progress monitoring assessments and the STAR ELA assessment.
2.
Grades 3-5 Measurable Outcomes
• By May 2026, at least 55% of students in grades 3-5 will demonstrate a minimum of one year’s growth in iReady data as well as ELA proficiency as measured by FAST state assessment.
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.
• Weekly Teacher Planning Meetings: Collaborative review of lesson plans and progress monitoring data to adjust instruction and groupings in real time.
• Monthly Data Chats with teachers and literacy coach to analyze progress toward measurable outcomes, identify trends, and adjust intervention/enrichment plans.
2.
Person Responsible for Monitoring Outcome
Enter the name of the person responsible for monitoring this outcome.
Fidelity will be monitored through bi-weekly instructional walkthroughs by the literacy coach, lesson plan reviews, and quarterly program usage and assessment reports.
1.
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?
Yes. All programs meet the state’s criteria for strong, moderate, or promising evidence.
Yes. All programs and practices are adopted instructional materials from CCPS and integrated into the district’s reading plan.
Yes. All practices and programs are fully aligned with the rigor and expectations of the B.E.S.T. Standards.
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 selected evidence-based practices directly address identified gaps in foundational skills (K–2) and comprehension of complex texts (3–5), as identified through FAST, STAR, and i-Ready data.
All adopted programs have demonstrated statistically significant positive effects on improving reading outcomes for similar student populations in Florida.
Programs were chosen from the state-approved list of evidence-based instructional materials, vetted for alignment to the science of reading and the B.E.S.T. Standards, and approved by CCPS.
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
|
2
|
Literacy Coaching
• Provide ongoing job-embedded professional learning and coaching cycles for all K–5 teachers, focusing on phonics, vocabulary, and comprehension strategy instruction.
• Use coaching logs to track teacher implementation and provide feedback.
|
Literacy Coach- Mrs. Wheeler and Assistant Principal-Mrs. Lamadrid
|
|
3
|
Assessment
• Conduct bi-weekly progress monitoring checks (school-based and district PM tools) and formal assessments (FAST, STAR, i-Ready) to measure student progress.
• Use assessment data to regroup students and modify interventions.
|
Literacy Coach-Mrs. Wheeler, Principal-Ms. Walcott, and Assistant Principal-Mrs. Lamadrid.
|
|
4
|
Professional Learning
• Implement literacy coach–facilitated professional learning aligned to the science of reading and B.E.S.T. Standards.
• Provide targeted professional development in data analysis, differentiated instruction, and text-based writing strategies.
|
Literacy Coach-Mrs. Wheeler, Principal-Ms. Walcott, and Assistant Principal-Mrs. Lamadrid .
|
|
4
|
Literacy Leadership
• Convene monthly Literacy Leadership Team meetings to review grade-level data, monitor fidelity of implementation, and plan targeted instructional adjustments.
• Collaborate with district ELA support to analyze trends and ensure alignment to state-required instructional practices
|
Literacy Coach-Mrs. Wheeler and Assistant Principal-Mrs. Lamadrid
|