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
During the 2024-2025 school year 30% of our kindergarten students scored proficient on the end of year STAR assessment. In iReady 41% of our students scored 1 grade below on the end of year iReady Diagnostic. When looking at our end of year iReady data, 31% of our students were a grade level below in phonological awareness, 33% in phonics, and 55% in vocabulary. Teachers will participate in weekly collaborative planning meetings focused on our deliberate practice element, helping students process new content, and incorporating the SWIRL strategy in all lessons.
During the 2024-2025 school year 45% of our first grade students scored proficient on the end of year STAR assessment. In iReady 33% of our students scored 1 grade level below on the end of year iReady Diagnostic. When looking at our end of year iReady data, 31% of our students were one grade level below in phonological awareness, 31% below in phonics, and 59% in vocabulary. Teachers will participate in weekly collaborative planning meetings focused on our deliberate practice element, helping students process new content, and incorporating the SWIRL strategy in all lessons.
During the 2024-2025 school year, 50% of our second grade students scored proficient on the end of year STAR assessment. In iReady, 22% of our students were 1 grade level below and 8% were 2 grade levels below. When looking at our end of year iReady data, 29% were one grade level below and 8% two years belwo in phonics, 42% one year below and 8% two years below in literature comprehension. Teachers will participate in weekly collaborative planning meetings focused on our deliberate practice element, helping students process new content, and incorporating the SWIRL strategy in all lessons.
2.
Grades 3-5: Instructional Practice specifically related to Reading/ELA
During the 2024-2025 school year, 51% of our fourth grade students scored below a level 3 according to FAST ELA PM3 test. Our students are coming in deficient in foundational skills, phonics and vocabulary according to the iReady Diagnostic. Without these important skills students are not able to achieve proficiency and reading comprehension. Teachers will participate in weekly collaborative planning meetings focused on our deliberate practice element, helping students process new content, and incorporating the SWIRL strategy in all lessons.
During the 2024-2025 school year, 63% of our fifth grade students scored below a level 3 according the FAST ELA PM3 test. Our students are coming in deficient in foundational skills, phonics and vocabulary according to the iReady Diagnostic. Without these important skills students are not able to achieve proficiency and reading comprehension. Teachers will participate in weekly collaborative planning meetings focused on our deliberate practice element, helping students process new content, and incorporating the SWIRL strategy in all lessons.
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 the end of the 2025-2026 school year, we will decrease the number of students in kindergarten scoring below proficiency from 70% to 45%, in first grade from 55% to 45%, and in second grade from 50% to 40%.
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Grades 3-5 Measurable Outcomes
By the end of the 2025-2026 school year, we will decrease the number of students in fourth grade scoring below proficiency from 51% to 35% and in fifth grade from 63% to 40%.
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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.
With a focus on collaborative planning and strengthening core instruction, coaches and administrators will conduct observations to ensure that plans are being implemented with fidelity in the classroom. During MTSS meetings, students' progress will be discussed and monitored and interventions will be put in place by the team. This year grade levels will be switching students among themselves using the instructional grouping profiles in iReady. Teachers will be submitting a weekly schedule of when they are meeting with their groups, and administration will be conducting swoops specifically during DI daily (2 teachers per admin) to ensure DI is consistent and purposeful utilizing district provided materials.
By tracking student progress throughout the school year we will be able to make timely decisions in order to impact student performance in a proactive way.
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Person Responsible for Monitoring Outcome
Enter the name of the person responsible for monitoring this outcome.
Sarah Barber and Dawn Jones
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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?
Herbert Cambridge will continue to implement Marzano high yield elements into planning and instruction, monitoring the implementation of this as well as their impacts on student achievement outcomes. A variety of progress monitoring tools including, but not limited to, district benchmark assessments, iReady reports, learning module culminating tasks, and bi-weekly selection assessments targeting Florida B.E.S.T. standards will be used to make instructional decisions that will move our students forward. Teacher participation in instructional rounds will allow teachers to observe best practices and improve instructional techniques. Culminating Tasks and Progress Monitoring (PM) assessments are given as touch points throughout the year prior to state assessments, to monitor student progress towards reading proficiency. Administration and Coaches utilize this data to assist teachers in determining what interventions are needed to help students make necessary gains.
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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?
Strategies and systems were selected based on student proficiency needs as well as staff professional learning needs. All evidence-based practices are considered effective and are vetted within Hattie's high impact, evidence based instructional practice list. Explicit instruction using high impact strategies along with timely intervention will positively impact student proficiency and the closing of the achievement gap.
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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Our literacy committee will meet monthly during staff committee meetings to discuss ELA instruction at HCE. Our committee consists of one teacher from each grade level, instructional coach, ese teacher, and administration. Topics discussed with focus on SWIRL, our school-wide element processing new content, and engagement strategies that can be utilized during ELA time. A school-wide annotation system will be developed to ensure common language is being utilized across grade levels.
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Sarah Barber, Dawn Jones, Jackie Lippold
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Our literacy coach, Jackie Lippold will provide impact cycles to identified teachers to ensure teachers are focusing on our deliberate practice element, helping students process new content and ensuring teachers are utilizing the SWIRL framework and teaching lessons with fidelity. Bi-weekly meetings with Mrs. Lippold and administration will occur to discuss teacher progress and reassess the need to continue impact cycles or identify new teachers.
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Sarah Barber, Dawn Jones
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During our monthly, #coffeeedu professional learning meetings, we will focus on our school wide deliberate practice plan, processing new content, along with introducing engagement strategies and high yield strategies that staff will practice during the PD and then report back the following month on their progress.
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Sarah Barber, Dawn Jones
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