| School Name | Gator Run ES (3642) | School Grade (2024 - 2025) | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | Yes | ESSA School | No |
|
RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| GatorRun-Cognia-Executive-Summary-25026.pdf | Jackie Grasinger | 7/29/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SignaturePage.pdf | Jackie Grasinger | 9/26/2025 |
|
Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. Gator Run will address the early warning indicator identified for both the 2023-2024 and the 2024-2025 school year of the % of student’s level 1 in ELA and the % of students in tier 3 of RTI. We are implementing the following intervention strategies to improve academic performance with the use of the ESE services, GatorAid afterschool camp in reading, Quarterly Data Chats, Double Dosing and the RtI process. |
|
|
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By June 2026 students in grades K-2 will make a learning gain increase from 77% to 79% scoring proficiency as evidenced by the results of the 2025-2026 FAST ELA assessment. | Training for teachers in UFLI as it is implemented in the classroom. | $700 in UFLI Materials | Quarterly data chats and review of I-Ready data. | 2025-26 FAST progress monitoring | |||||||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||||||||
| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? | Yes | ||||||||||||||||||||||||||
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. | |||||||||||||||||||||||||||
Implementation challenges that Gator Run has experienced this year is an increase in ESE and ELL students. An increase in student intervention has been implemented to meet students’ needs through RTI as well as intensive small groups implemented for ELLs. First grade has had an increase of RTI interventions in phonics this school year. Interventions will continue to close the skill gap needed to reach proficiency. The implementation of these interventions will help meet and exceed our goal of 79% proficiency in K-2. |
|||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
UFLI was implemented this year in kindergarten which has shown an increase of 3% proficiency. The weakness of the UFLI implementation is that weekly progress monitoring was not implemented weekly by all teachers. That concern has been rectified as each teacher must submit progress monitoring to administration each month. RTI was implemented with fidelity last year in first grade which is evident by the 8% increase of proficiency in second grade. The weakness is that RTI implementation of interventions has weakened in one class in first grade, but identified students are now in a Walk to Read program to fill the gaps for identified skills.
|
|||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| UFLI will be implemented for the 26-27 school year in grades K-2. Training and material preparation has begun for teachers in these grades. RTI and ELL groups will continue to be implemented with fidelity through researched based programs to increase student success. | |||||||||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| n/a | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By June 2026 students in grades 3-5 will make a learning gain increase from 76% to 78% scoring proficiency as evidenced by the results of the 2025-2026 FAST ELA assessment. | Training for classroom teachers who are instructing the program. | $9,520 Towards GatorAid camp for intermediate grades, $700 in UFLI Materials for primary grades. | Quarterly data chats and review of I-Ready data. | 2025-26 FAST progress monitoring | |||||||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||||||||
| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? | Yes | ||||||||||||||||||||||||||
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. | |||||||||||||||||||||||||||
| A challenge Gator Run has encountered this year is a change of staff on the fourth-grade team. Four of the nine teachers are new to fourth grade and three of the teachers are new to Gator Run. This change has created a challenge in the implementation of ELA curriculum on the grade level. The changes made to address these challenges were to provide staff development on the implementation of Benchmark as well as examine the BEST standards. Modeling of instruction as well as daily classroom support was provided to the new staff members. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
Upon completion of the district Reading Component chart in all classrooms, teachers identified the need for remediation of ELA standards based on PM 2 and the I Ready Diagnostic. Areas of weakness are figurative language, theme, and point of view and perspective. Areas of strength are central idea and text structure. All of these areas will be addressed as needed for each student. The weakness of this area of concern is that one teacher new to fourth grade is still struggling with ELA instruction, even though many supports have been implemented. Supports will continue to be implemented, but concerns of strong daily instruction lacking from the classroom teacher may affect outcome of scores. |
|||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| New actions that are being implemented are additional remedial skill groups in grades 3-5. Support staff members are instructing the small groups using the Instructional Pathways provided by the district. Classroom teachers are also using the Instructional Pathways in small groups to support students in standards mastery. Benchmark assessments and I Ready Standards Mastery assessments are being used to progress monitor student growth. Small group remediation will be adjusted continuously so the intended outcome for our Area of Focus can be accomplished. | |||||||||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SIP-K12-CERP-Literacy-Leadership-Contact-Information.pdf | Jackie Grasinger | 8/5/2025 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| ResponseSummary-SAMS-Report-GRE-2025.pdf | Jackie Grasinger | 5/8/2025 |
| SAM-Scoring-Sheet-2025.pdf | Jackie Grasinger | 8/7/2025 |
| MTSS-Action-Plan-GRE-25-26-Final-(1).pdf | Jackie Grasinger | 8/13/2025 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SPBP-25-26-GRE.pdf | Jackie Grasinger | 4/23/2025 |
| 7-SPBP-Feedback-Form-2025-2026---Gator-Run-Elementary.pdf | KYLLE SUMMERS | 5/22/2025 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
||||||
|---|---|---|---|---|---|---|---|---|---|
| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|
| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
|---|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| GRE-Attendance-Plan-25-26-(1).pdf | Jackie Grasinger | 8/13/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| ASCPGatorRun2526.pdf | Jackie Grasinger | 8/22/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| BPIE-GRE.pdf | Jackie Grasinger | 8/13/2025 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| ParentCustomerSurvey.pdf | Jackie Grasinger | 7/31/2025 |
| StaffCustomerSurvey.pdf | Jackie Grasinger | 7/31/2025 |
| StudentCustomerSurvey.pdf | Jackie Grasinger | 7/31/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| FACE-Space-25-26.pdf | Jackie Grasinger | 8/13/2025 |
| FACEResources.pdf | Jackie Grasinger | 10/10/2025 |