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
Our Progress Monitoring data, needs analysis and formative assessments during the 2024-2025 school year show an urgent need to increase the number of students that are proficient in ELA. The RAISE status indicated that less than 50% of our students are proficient in Reading in grades K-2. RAISE data (ALL students) indicates the percent of students scoring below a Level 3 as follows: KG 73%; Grade 1 66%; Grade 2 65%. We will plan for and implement evidence-based interventions to improved student achievement in Reading. Teachers will plan for tasks, activities and assignments with feedback that utilizes student grouping and engagement strategies learned during our professional development. With a strategic focus on instruction and intervention, differentiated instruction and intervention time is built into the master schedule. Each student will have a plan for growth and improvement including tiered intervention, strategic skills groups and enrichment.
2.
Grades 3-5: Instructional Practice specifically related to Reading/ELA
Our Progress Monitoring data, needs analysis and formative assessments during the 2024-2025 school year show an urgent need to increase the number of students that are proficient in ELA for students currently in third grade.. 65% of our current third graders scored below a Level 3. We will plan for and implement evidence-based interventions to improved student achievement in Reading. Teachers will plan for tasks, activities and assignments with feedback that utilizes student grouping and engagement strategies learned during our professional development. With a strategic focus on instruction and intervention, differentiated instruction and intervention time is built into the master schedule. Each student will have a plan for growth and improvement including tiered intervention, strategic skills groups and enrichment.
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
No reponse.
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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.
During MTSS Data PLCs, teachers will analyze student data, plan for interventions and share best practices. The Leadership Team will utilize the Predominant Instructional Practices Protocol to identify patterns in practice and provide actionable feedback that support using high impact strategies. Impact coaching cycles based on data and observational trends will be implemented when an improvement instructional practices is noted based on monitoring and observations.
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Person Responsible for Monitoring Outcome
Enter the name of the person responsible for monitoring this outcome.
Susan Jordan and Megan Fragola
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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?
Identifying Critical Content from the Standards
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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?
Effective instruction begins with purposeful planning to ensure the alignment of standards and the use of evidence based instructional strategies. Our needs analysis and instructional observations indicate that students continue to need to understand the lesson target and the success criteria in order to process lesson content with peers, partners and independently. Teachers will implement planned lessons and strategies to ensure students are engaging in meaningful, academic conversations to strategic questions related to the critical content which in turn, allows them to demonstrate understanding of the critical content through written responses, representations, projects, or annotations.
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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Professional Learning: Plan for and conduct monthly professional learning and peer observation opportunities which focus on high impact strategies that support Identifying Critical Content from the Standards, and the standards based instructional elements selected by the instructional staff.
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Dr. Susan Jordan, Principal
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Planning: During Collaborative Planning, teachers will plan for tasks, activities, assignments and feedback that utilizes strategies learned during our professional learning.
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Mrs. Megan Fragola, APC
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Implementation: Teachers will implement planned lessons and strategies to ensure students are engaging in meaningful, academic conversations to strategic questions related to the critical content which in turn, allows them to demonstrate understanding of the critical content through written responses, representations, projects, or annotations.
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Dr. Susan Jordan, Principal; Mrs. Megan Fragola, APC; Ms. Jaci Piesto, Literacy Coach
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4
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Measuring Impact: During monthly MTSS Data PLCs, teachers will analyze student data, plan for interventions and share best practices.
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Dr. Susan Jordan, Principal; Mrs. Megan Fragola, APC
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