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
Our kindergarten students will improve from 33% proficient to 38%.
First grade students will improve from 44% proficient to 49%
Second grade will improve from 38% proficient to 43%
Intentional focus on building the effectiveness of collaborative planning by focusing on using questions to help students elaborate on the content.
Setting and tracking goals that promote literacy such as Accelerated Reader for independent reading, passing iReady lessons with an 80% or better and celebrating students that meet their goal.
Monitoring Module Assessments, iReady lessons passed, exit tickets, iReady diagnostics, and PM data.
2.
Grades 3-5: Instructional Practice specifically related to Reading/ELA
Our 3rd grade students will improve from 39% proficient to 44%.
Our 4th grade students will improve from 48% proficient to 51%
Our 5th grade students will improve from 41% proficient to 46%
Intentional focus on building the effectiveness of collaborative planning by focusing on using questions to help students elaborate on the content in all content areas.
Writing in all content areas.
Setting and tracking goals that promote literacy such as Accelerated Reader for independent reading, passing iReady lessons with an 80% or better and celebrating students that meet their goal.
Monitoring Module Assessments, iReady lessons passed, exit tickets, iReady diagnostics, and PM data.
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
Progress monitoring of formative assessments on a weekly basis, module assessments, and PM data, student tracking in data binders.
2.
Grades 3-5 Measurable Outcomes
Progress monitoring of formative assessments on a weekly basis, module assessments, and PM data, student tracking in data binders.
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.
Monitoring through data tracking of module assessments, iReady lessons passed, iReady diagnostic, and progress monitoring will be used to determine next level of supports. Data will be analyzed and discussed during:weekly planning, monthly Professional Learning Communities (PLC), Monthly MTSS, Quarterly teacher data chats.
2.
Person Responsible for Monitoring Outcome
Enter the name of the person responsible for monitoring this outcome.
Maryann Caseres, 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?
The evidence-based strategy that is being implemented for the focus of reading is collaborative planning. We use our collaborative planning to provide job-embedded professional development in understanding the benchmark, strategies to support, best practices, and alignment for lessons to the benchmark. Collaborative Planning will be an opportunity to address high yield instructional strategies, engagement opportunities, identify areas to adjust instruction, and plan next steps for instructional delivery based on data analysis, teacher reflection and observational feedback.
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?
Beginning with the end in mind during collaborative planning will zone in on planning for all learners. Planning with a focus on alignment to the benchmark, scaffolding, and differentiating for the needs of our students will strengthen instruction, and support student achievement.
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