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
The instructional practice we will focus on is Helping Students Process New Content. Our data shows kindergarten was 34% proficient, 1st grade was 63% proficient, and 2nd grade was 55% proficient. Diving deeper into our data we noticed that students needed high leverage strategies to become masters of their content. Strategies that will be emphasized is summarizing and class discussion. Using these strategies will help reinforce students understanding the critical content. Once students are able to apply these skills toward content level mastery, we should see more confidence from students able to work with and understand new content. Focus will also be on instruction during the differentiated instruction blocks and maximizing personnel during these times to reteach, intervene and extend for all students.
2.
Grades 3-5: Instructional Practice specifically related to Reading/ELA
The instructional practice we will focus on is Helping Students Process New Content. Our data shows third grade was 71% proficient, fourth grade was 51% proficient, and 5th grade was 68% proficient. Diving deeper into our data we noticed that students needed high leverage strategies to become masters of their content. Strategies that will be emphasized is summarizing and class discussion. Using these strategies will help reinforce students understanding the critical content. Once students are able to apply these skills toward content level mastery, we should see more confidence from students able to work with and understand new content. Focus will also be on instruction during the differentiated instruction blocks and maximizing personnel during these times to reteach, intervene and extend for all students.
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 June 1,2026, if teachers regularly employ standards-aligned ELA instruction, proficiency on the Spring 2025 FAST and STAR Assessments will increase to 50% or above at each grade level. We will use PM1 and PM2 data as well as module assessments and iReady data to keep a pulse on all students in grades K-2. During monthly PLC's as teams we will begin by looking at data for those students who are below proficiency levels and increase or decrease support based on current scores. We will also ensure that all students falling out of the range of tiered support will be placed in a re-teach group during DI time.
2.
Grades 3-5 Measurable Outcomes
By June 1,2025, if teachers regularly employ standards-aligned ELA instruction, proficiency on the Spring 2025 FAST and STAR Assessments will increase to 50% or above at each grade level. We will use PM1 and PM2 data as well as module assessments and iReady data to keep a pulse on all students in grades 3-5. During monthly PLC's as teams we will begin by looking at data for those students who are below proficiency levels and increase or decrease support based on current scores. We will also ensure that all students falling out of the range of tiered support will be placed in a re-teach group during DI time.
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.
Areas of Focus percentage of proficiency will be monitored at the PM1 and PM2 window. Student pass rates for iReady will also be monitored at each grade level. SSP data will be used to make decision for students supported through the tiered process. This ongoing monitoring will increase achievement and move more students towards proficiency.
2.
Person Responsible for Monitoring Outcome
Enter the name of the person responsible for monitoring this outcome.
Sharon Wheeler, Nichole Spencer, Amy Daniels, Christine Bezjak, and Carmen Lopez
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 intervention programming being used is vetted and follows recommendations from the district. Therefore it has a strong evidence base, follow the Comprehensive Reading Plan and B.E.S.T. ELA 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?
Selection of evidence practices were decided during our beginning of the year MTSS meeting. iReady data was used as our universal screener. We populated students lists per grade level using the 35th percentile as our cut score. Lists were shared with teams and then teachers were able to add additional students to the grade level list. As met as a PLC, we used data to determine the specific skill deficit area for each student. These programs and practices have obtained results and several students who received tiered support last year have returned to only Tier 1 and/or re-teach support.
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