Diagnostic-Informed Support Helped Grades 4–5 Move Closer to Grade Level and the School from D to B

CASE STUDY

Diagnostic-Informed Support Helped Grades 4–5 Move Closer to Grade Level and the School from D to B

AN ELEMENTARY SCHOOL | HILLSBOROUGH COUNTY, FLORIDA | 2025–26

Embedded, diagnostic-informed support in grades 4–5 coincided with a sharp shift in program
i-Ready distributions and broad schoolwide gains.

The Administrator Challenge

Students in grades 4–5 needed targeted Math and ELA support without adding a disconnected initiative to teachers’ plates. The school used i-Ready and other diagnostic data to identify students and needed support that could live inside the instructional day.

The PRACTICE Approach

Classroom push-in: an Education Champion partnered directly with the classroom teacher.
High-dosage rhythm: 90 minutes weekly in three 30-minute sessions over 17 weeks.
Small groups: a 5:1 tutor-to-student ratio, guided by diagnostic evidence and classroom priorities.

Why This Model Fits a Busy Title I Campus

It adds a trained adult inside the school day, protects a consistent dosage, and keeps support connected to the students, standards, and routines teachers already know.

Takeaways for School Leaders

The push-in model added small-group capacity while keeping instruction connected to the classroom teacher.
Program data showed 33 percentage points more students within one grade level or better by year-end.
The largest schoolwide movement appeared in Math gains for the lowest 25%: +44 points.

VOICE FROM THE SCHOOL

“Brianna is very flexible and supportive. She frequently takes initiative.“

– Educator at a Hillsborough County elementary school

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