Parkway Elementary School in Miami-Dade participated in the Florida Assessment of Student Thinking (FAST) for the 2024-2025 school year, with a total of 94 students tested in both English Language Arts (ELA) and Math. While there are promising areas of achievement, the results also highlight several opportunities for targeted academic support.
Math: 94 students tested; 46 students (49%) met or exceeded grade-level expectations.
ELA: 94 students tested; 31 students (33%) met or exceeded grade-level expectations.
Overall proficiency across subjects: 32% of students met standards.
Areas of concern: 27% of students are in Level 1 (high need for substantial academic support), while the majority of remaining students are concentrated in Level 2.
ELA: Only 22% met standards, significantly below district and state averages, with 27% of students in Level 1.
Math: 55% met standards, outperforming ELA results but still showing room for improvement.
ELA: 53% met standards, representing one of the stronger performances in ELA across grades.
Math: 64% met standards — the highest performance among all grade/subject combinations, making Grade 4 Math a clear strength for Parkway Elementary.
ELA: 29% met standards, reflecting a need for targeted literacy interventions.
Math: 26% met standards — the lowest proficiency rate in Math across all grades, signaling an urgent need for support in numeracy skills.
Strongest Area: Grade 4 Math (64% proficiency).
Lowest Performing Area: Grade 5 Math (26% proficiency).
Literacy Gaps: While Grade 4 ELA shows relative strength, Grades 3 and 5 require focused literacy instruction.
Math Gaps: Performance declines notably from Grade 4 to Grade 5, suggesting possible curriculum alignment or transition challenges.
1. Targeted Intervention for Low-Performing Grades
Implement intensive small-group instruction for Grade 3 ELA and Grade 5 Math.
Use data-driven remediation plans to address skill deficits.
2. Diagnostic Assessments
Conduct beginning-of-year diagnostics to assess summer learning loss and tailor lesson plans accordingly.
Integrate tech-enhanced and timed assessments to mirror FAST testing conditions.
3. Teacher Professional Development
Provide FAST-focused PD to refine instructional strategies.
Use data analysis workshops to help educators identify and act on trends in student performance.
4. Continuous Practice & Monitoring
Encourage 45 minutes per week of structured FAST-aligned practice, as shown to yield 4–13% proficiency gains in similar schools.
Track progress with formative assessments to ensure timely interventions.
Based on statewide case studies:
Schools using Lumos StepUp have reported consistent score improvements, with potential gains of up to 13% in proficiency.
Professional development can improve student achievement by up to 21 percentile points, boosting overall rankings and readiness for the next academic year.
Parkway Elementary’s FAST 2024-2025 results reveal both bright spots and critical areas for growth. Grade 4 Math stands as a strong foundation to build upon, while Grade 3 ELA and Grade 5 Math present clear opportunities for targeted instructional intervention. By adopting a strategic mix of diagnostics, teacher training, and focused practice, Parkway Elementary can position itself for significant performance gains in the 2025-2026 school year.