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
Last year’s data shows that 45% of 2nd grade students (now in 3rd grade) were proficient in ELA. This demonstrates as need to strengthen Tier 1 instruction in Grade 2 and Grade 3 to prevent similar performance outcomes. By focusing on high leverage strategies, collaborative planning, and professional learning, we can ensure instruction is intentional, targeted, and designed to close achievement gaps. Our school element is Helping Students Process New Content and we will focus on the processing of content in Tier 1.
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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
By June 1, 2026 students in 2nd and 3rd grade (rostered for SY26) will show a grade level proficiency of 60%.
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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.
Data will be collected during PM windows to actively monitor student mastery of grade-level ELA benchmarks. School administrators will meet with grade-level teams monthly to review both formative assessment and PM data, ensuring accurate tracking of skill mastery. In addition, administrators will monitor collaborative planning to confirm consistent use of district resources, effective collaborative structures, and high-leverage instructional strategies. These efforts will ensure that data is intentionally used to drive instructional decision-making and strengthen Tier 1 instruction.
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Person Responsible for Monitoring Outcome
Enter the name of the person responsible for monitoring this outcome.
Stephanie Jonas, Principal; Krystal Kovis, Assistant Principal, Brooke Hale, Reading Coach, Antonio Masiello, Math Coach
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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?
Implementation Plan
Strengthening Tier 1 ELA Instruction
Our plan is to strengthen Tier 1 ELA instruction by embedding high-leverage strategies that develop both fluency and comprehension. Instruction will intentionally incorporate productive struggle, with scaffolding provided only as needed—supporting independence and deeper cognitive engagement rather than over-assistance.
Collaborative Planning
Lesson plans will be uploaded into grade-level Teams before weekly planning.
Collaborative discussions will focus on the “how” of instruction: strategy selection, modeling, questioning, scaffolding, and opportunities for practice.
Teams will intentionally select strategies from Marzano’s framework that support processing new content (e.g., summarizing, note-taking, rehearsal, reciprocal teaching).
Professional Learning
Ongoing professional learning will build teacher capacity in applying evidence-based, high-effect-size strategies for fluency and comprehension.
PLCs and PD sessions will highlight exemplars of productive struggle, scaffolding, and student-centered processing strategies.
Monitoring and Accountability
Coaches and Administration Participation: Coaches and administrators will actively attend collaborative planning to ensure alignment and support fidelity.
Classroom Walkthroughs/Sweeps: Sweeps will focus on whether strategies identified in planning are visible in live instruction and whether students are actively engaged in processing new content.
Lesson Plan Reviews: Admin and coaches will review posted lesson plans for evidence of aligned, high-yield strategies.
Data Monitoring: STAR Reading, district benchmarks, and formative assessments will be used to track student progress in fluency and comprehension, ensuring Tier 1 remains the foundation for student success.
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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?
According to Marzano’s research, one of the highest-yield instructional categories is Helping Students Practice and Deepen New Knowledge. When students have structured opportunities to process, rehearse, and apply new learning, they increase both retention and transfer of knowledge.
Hattie’s Research Connection: John Hattie’s meta-analysis identifies related strategies such as practice/rehearsal (effect size 0.71), scaffolding (0.82), feedback (0.70), and teacher clarity (0.84) as well above the 0.40 hinge point for accelerating student achievement. These effect sizes demonstrate strong evidence that structured practice with appropriate support has a statistically significant impact on student learning.
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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Implement Tier 1 focus during Collaborative Planning. Continued progress towards effective collaborative planning to plan for implementation, differentiation and high leverage strategies to help students process ELA content.
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Stephanie Jonas (Principal), Krystal Kovis (Assistant Principal), Brooke Hale (Reading Coach)
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2
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Provide Professional Learning on Deliberate Practice Element and High Impact Strategies (Hattie Effect Size).Professional learning around improving teaching and student outcomes will be grounded in evidence-based approaches. This professional learning focuses on helping educators deepen their understanding and implementation of these models to improve instructional effectiveness and student achievement.
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Stephanie Jonas (Principal), Krystal Kovis (Assistant Principal), Brooke Hale (Reading Coach)
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3
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The Reading Coach will engage in a comprehensive coaching cycle with classroom teachers to support literacy instruction and enhance student outcomes. Throughout the cycle, the Reading Coach will also model lessons, co-teach, and provide targeted resources as needed, ensuring that teachers feel supported in implementing high-impact literacy strategies.
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Stephanie Jonas (Principal), Krystal Kovis (Assistant Principal), Brooke Hale (Reading Coach)
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