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.

Based on the 2025–2026 Early Warning Indicator data provided,  a multi-tiered RtI/MTSS approach for addressing the three most significant concerns: attendance (441 students), suspensions (315 students), and academic performance on statewide assessments (201 Level 1 ELA and 144 Level 1 Math). The 303 students with two or more early warning indicators should receive particular attention because they demonstrate overlapping risk factors.

Pompano Beach Middle School will utilize a data-driven, multi-tiered Response to Intervention (RtI)/MTSS process to identify, monitor, and provide targeted academic, behavioral, and attendance interventions for students identified through the Early Warning System. Intervention strategies will include:

• Early Warning System Data Reviews: School leadership, counselors, instructional staff, and support personnel will routinely review attendance, discipline, academic assessment, and other available student data to identify students demonstrating one or multiple early warning indicators. Priority monitoring will be provided to the 303 students identified with two or more indicators.

• Attendance Interventions: Because 441 of 1,085 students were absent 10% or more of school days, attendance will be a priority area. Interventions will include regular attendance monitoring, parent/guardian communication, student conferences, attendance improvement plans, counseling/support services, and referrals to appropriate school or district resources when chronic absenteeism persists. Grade-level teams will monitor students demonstrating patterns of excessive absence and evaluate the effectiveness of interventions.

• Behavioral and Discipline Supports: The school will provide tiered behavioral interventions for students demonstrating repeated disciplinary concerns. With 315 students receiving one or more suspensions, strategies will include explicit teaching and reinforcement of schoolwide behavioral expectations, PBIS supports, student conferences, mentoring/check-in systems, counseling, restorative practices when appropriate, and individualized behavior interventions for students requiring additional support. Discipline data will be reviewed to identify patterns and determine whether interventions are reducing repeated incidents.

• Targeted ELA/Reading Intervention: The 201 students performing at Level 1 on the statewide ELA assessment will be identified for additional academic support based on assessment and progress-monitoring data. Teachers will use explicit, systematic, and data-informed instruction, differentiated small-group instruction, targeted skill intervention, and ongoing progress monitoring to address identified reading deficiencies. Intervention intensity and frequency will be adjusted according to students' response to instruction.

• Targeted Mathematics Intervention: The 144 students performing at Level 1 on the statewide Mathematics assessment will receive targeted support based on identified skill and benchmark deficiencies. Mathematics teachers and PLCs will use assessment data to provide differentiated instruction, small-group intervention, reteaching of priority standards, scaffolded practice, and frequent formative assessment. Student progress will be monitored to determine whether instructional adjustments or more intensive interventions are necessary.

• PLC-Based Data Analysis: ELA and Mathematics PLCs will regularly disaggregate FAST, district assessment, classroom formative assessment, and intervention data to identify instructional needs and determine appropriate interventions. PLCs will use the data to identify standards requiring reteaching, group students according to instructional need, and monitor whether interventions are producing measurable improvement.

• Support for Students with Multiple Indicators: Students demonstrating two or more early warning indicators will receive coordinated support rather than isolated interventions. Grade-level teams and appropriate support personnel will examine the interaction among attendance, behavior, and academic performance and develop individualized intervention plans when necessary.

• Retention/Over-Age Student Monitoring: Although only three students were retained during 2025–2026, the data identify 62 students who have been retained two or more times. These students will be closely monitored for academic progress, attendance, behavior, and engagement and connected with appropriate academic and student-support interventions to reduce the risk of continued academic difficulty.

• Progress Monitoring and Intervention Adjustment: The effectiveness of interventions will be evaluated through ongoing review of FAST and classroom assessment results, attendance rates, discipline referrals/suspensions, intervention progress-monitoring data, and other appropriate student performance indicators. Students who do not demonstrate adequate progress will receive increasingly intensive or individualized supports through the school's RtI/MTSS problem-solving process.

PLC Meeting Schedule

RtI Team Meeting Schedule

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