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
In grades K-2, Fundations is being delivered daily in a systematic way in order to boost the reading proficiency for all students. Students who are identified as needing additional support receive additional small group support in Fundations from their classroom teacher, as well as a resource teacher if deemed necessary through data analysis.
2.
Grades 3-5: Instructional Practice specifically related to Reading/ELA
In grades 3-5, weekly formative assessments are analyzed during collaborative planning in order to determine which students need additional support. Effective interventions are also implemented after students are identified during MTSS meetings every six weeks. Additionally, we have identified the level 1 students in WIDA, and Lexia Language is being used to boost their language acquisition. Fundations is also being implemented with fidelity in third grade.
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
In grades K-2, PM assessments, iReady and weekly formative assessments are being used to determine students' progress toward proficiency.
2.
Grades 3-5 Measurable Outcomes
In grades K-2, PM assessments, iReady and weekly formative assessments are being used to determine students' progress toward proficiency.
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.
ELA areas of focus are monitored weekly during collaborative planning meetings using formative assessment data, and every 6 weeks during the MTSS data review.
2.
Person Responsible for Monitoring Outcome
Enter the name of the person responsible for monitoring this outcome.
Jennifer Cuebas, Reading Coach and Melissa Stamper, Principal
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?
Evidence based practices being used to boost reading proficiency include the use of Wilson Fundations, Lexia Language (grades 3-5), effective small group instruction and intervention, and weekly progress monitoring.
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?
The programs selected are research based, and decisions are driven with data in order to make instructional adjustments and meet the needs of all students.
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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Implement Wilson Fundations with fidelity in grades K-3.
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Jennifer Cuebas, Reading Coach
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2
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Implement Lexia Language for identified ELL students in grades 3-5.
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Pily Ruiz, ELL Contact
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3
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Drive instructional decisions and additional support with data analysis.
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Melissa Stamper, Principal
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