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
On the 2025-2026 coordinated screening and progress monitoring system, we had 75% of kindergarten students, 77% of 1st graders, and 63% of 2nd graders scoring below a Level 3 on the statewide, standardized ELA assessment.
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Grades 3-5: Instructional Practice specifically related to Reading/ELA
On the 2025-2026 coordinated screening and progress monitoring system, we had 60% of 3rd graders, 57% of 4th graders, and 53% of 5th graders scoring below a Level 3 on the statewide, standardized ELA assessment.
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
ELA proficiency will increase in all grade levels as determined by the Early Literacy or Star Reading Assessment in Kindergarten - 2nd grade.
Students in Kindergarten, 1st Grade, and 2nd Grade Scoring Below a Level 3
Kinder - Decrease from 75% to 65% by May 31, 2026
1st Grade - Decrease from 77% to 67% by May 31, 2026
2nd Grade - Decrease from 63% - 50% by May 31, 2026
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Grades 3-5 Measurable Outcomes
ELA proficiency will increase in all grade levels as determined by the FAST ELA Assessment in grades 3-5.
Students in 3rd & 5th Grades scoring below Level 3
3rd Grade - Decrease 60% to 50% by May 31, 2026
4th Grade - Decrease 57% to 50% by May 31, 2026
5th Grade – Decrease 53% to 49% by May 31, 2026
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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.
ELA Area of Focus will be monitored through statewide progress monitoring and iReady Diagnostics. We expect to see growth at each application of the assessments. Weekly and monthly monitoring of individual students' iReady assessments and grade level formative assessments will be monitored and recorded on class data sheets and in individual student portfolios.
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Person Responsible for Monitoring Outcome
Enter the name of the person responsible for monitoring this outcome.
Dr. Terri Lonneman
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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?
1. Using questions to help students elaborate on the content.
2. Active tracking of iReady and Progress monitoring goals for school, classroom and individual students in student Leadership Portfolios. Ongoing review of student progress through Leadership Portfolios.
3. Commitment to providing grade level literacy materials and cooperative learning activities to all students. Use of reciprocal teaching in ELA.
4. Involve teachers in Instructional rounds to observe best practices and participate in targeted professional development.
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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?
1. Questioning strategies have a .42 influence and elaboration and organization a .75 influence on student achievement according to the research conducted by John Hattie.
2. By tracking their own progress, students gain a sense of belonging, ownership and accountability by making their growth “visible”. Goal commitment .40 influence on student achievement.
3. Students will be held to high expectations by engaging in on grade level reading and writing, interacting through cooperative learning to increase student achievement. Teacher expectations .40 influence and teacher estimates of achievement 1.29 influence on student achievement, cooperative learning .40 influence on student achievement.
4. Teachers obtain effective strategies and skills when given an opportunity to observe others and attend professional development. Professional development programs .41 influence on student achievement.
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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School-wide Reading goal, classroom Reading goals, and individual student reading goals are set and displayed around the school and tracked in Student Portfolios.
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Assessments: During Data Digs and Grade Level Progress Meetings, Administration and Literacy Coach will assist the teams in analyzing student data after mid-unit, end of unit, and state progress monitoring assessments. These assessments will be used to monitoring the results of the strategies implemented and provide further identification for professional development and Impact Cycles.
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Professional Learning: Professional learning will be conducted during Early Release days and on Win Wednesdays throughout the year focusing on the High Impact strategies and the needs of the staff.
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