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District reports modest gains on early PM1 diagnostics, lays out literacy priorities and interventions
Summary
Academic services presented preliminary PM1 (I‑Ready) reading diagnostic results and described district literacy priorities including continued UFLI implementation, targeted intermediate phonics interventions, third‑grade supports and expansion of Read180 at selected high schools.
Hillsborough County academic services on Oct. 28 reviewed early reading diagnostic data (PM1) and detailed district literacy priorities and interventions intended to raise year‑end proficiency.
PM1 data and interpretation - The district compared I‑Ready PM1 diagnostic results for fall 2024 versus fall 2025. Combined measures of students early/on grade level and at/above grade level showed small changes in some grades (for example, 3rd grade moved from 39% to 40% combined in 2025), and district staff emphasized that PM1 is a baseline assessment administered at the start of the year; growth is measured across PM1 (fall) to PM3 (spring). - Academic staff cited the prior year’s PM1-to‑PM3 growth as evidence that strong tier‑1 instruction and targeted interventions can produce substantial gains: district non‑charter students moved from 33% at PM1 to 57% at PM3 in the prior school year (an increase of 24 percentage points), with notable subgroup gains.
Literacy priorities and actions - The district highlighted four priorities: strong UFLI implementation for K–2, knowledge building and vocabulary across content areas, strengthened writing instruction, and ensuring access for all students (including ELL and ESE populations). - Elementary work: The district completed a UFLI model‑classroom initiative that trained model teachers to host classroom demonstrations for colleagues; an accelerated UFLI scope and sequence for grades 3–5 targets foundational phonics gaps with short interventions; and a "Thrive in Third" support program and biweekly "Power Hour" targeted resources for more than 300 third‑grade teachers. - Secondary work: Read180 was implemented in 14 of 29 high schools to provide outcome‑based, rotational small‑group instruction for students requiring foundational literacy support; the district expects a first growth assessment in December.
Why it matters: PM1 is an early indicator; district staff emphasized that meaningful year‑end gains require high‑quality tier‑1 instruction combined with targeted interventions, teacher coaching and aligned curricula.
District next steps: Academic services said training and coaching will continue, additional materials and one‑page supports for ELL and ESE teachers are being developed, and principals and regional leaders will receive further supports to monitor subgroup progress.
