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
Analysis of last year’s data reveals that only 45% of second-grade students (now in third grade) achieved proficiency in ELA, highlighting a critical need to strengthen Tier 1 instruction in both grades. To address this, we will prioritize the use of high-impact strategies (scaffolding and summarizing), strategic scheduling, intentional collaborative planning, and focused professional development to close achievement gaps. Our instructional emphasis will center on helping students effectively process new content, ensuring that Tier 1 instruction is purposeful and aligned with our schoolwide academic goals.
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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 55% or higher.
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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.
Student mastery of grade-level ELA benchmarks will be closely monitored through Progress Monitoring (PM) assessments. Administration and Literacy Coach will meet monthly with grade-level teams to analyze both formative and PM data, ensuring instructional decisions are informed by student performance. Administrators will also observe collaborative planning sessions to verify consistent use of district resources, effective planning structures, and implementation of high-impact strategies. These practices are designed to strengthen Tier 1 instruction and ensure data is used purposefully to support student growth.
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Person Responsible for Monitoring Outcome
Enter the name of the person responsible for monitoring this outcome.
Susie Summers, Principal; Loren Finger, Assistant Principal; Courtney Ward, Literacy 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?
Instructional Focus- Our goal is to enhance Tier 1 ELA instruction by embedding high-impact strategies that build fluency and comprehension. Lessons will be designed to promote productive struggle, encouraging deeper cognitive engagement. Scaffolding will be applied strategically to foster independence and avoid over-support.
Planning Focus: Discussions will center on the how of instruction (strategy selection, modeling, questioning techniques, scaffolding, and student practice).
Strategy Integration- Teams will intentionally select strategies to support high-impact instruction/student learning such as scaffolding and summarizing. This also aligns to our school-wide deliberate practice element (helping students process new content).
Capacity Building: Teachers will engage in ongoing professional development focused on evidence-based strategies (scaffolding and summarizing).
PD Sessions: These sessions will showcase instructional exemplars that highlight productive struggle, effective scaffolding, and student-centered learning approaches.
Leadership Participation: Coaches and administrators will actively participate in collaborative planning to ensure alignment and fidelity.
Classroom Walkthroughs: Instructional observations using a "look for" protocol sheet will be utilized to observe planned strategies in live instruction and student engagement with new content.
Lesson Plan Reviews: Leadership will review submitted plans for evidence of aligned, high-yield strategies.
Data Tracking: Student progress will be monitored using STAR Reading, district benchmarks, and formative assessments to ensure Tier 1 instruction remains the foundation for academic 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?
Marzano’s research highlights the importance of giving students structured opportunities to practice and internalize new knowledge (an approach proven to enhance both retention and transfer). When students engage in activities like rehearsal, application, and reflection, they build deeper understanding and long-term mastery.
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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Scheduling: We designed a master schedule that supports high-impact teaching by incorporating differentiated instruction blocks, tiered interventions, and intentional classroom composition to narrow the range of student needs. This structure enables both classroom and support teachers to implement high-impact strategies during whole-group and small-group instruction. Scheduling was intentionally designed to address the specific needs of our ELL and ESE students, with targeted allocation of student support services based on grade-level priorities.
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Susie Summers, Principal; Loren Finger, Assistant Principal
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Professional Learning: Teachers will engage in ongoing learning designed to strengthen teaching practices and boost student achievement. Our professional development efforts will focus on the high-impact instructional strategies, scaffolding and summarizing. These align to our deliberate practice element, Helping Student Process New Content. Trainings will focus on practical application and instruction that drives meaningful outcomes in the classroom.
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Susie Summers, Principal; Loren Finger, Assistant Principal; Courtney Ward, Literacy Coach
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Collaborative Planning: Collaborative planning sessions will emphasize Tier 1 instruction, with a focus on intentional implementation, differentiation, and the use of high-impact strategies (scaffolding and summarizing) to support student engagement and comprehension in ELA. Planning is designed to build consistency across classrooms and ensure that instructional practices are aligned with student learning needs.
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Susie Summers, Principal; Loren Finger, Assistant Principal; Courtney Ward, Literacy Coach
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