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.

The intervention strategies employed by Oakland Park to improve the academic performance of students identified by the early warning system are done primarily through the RtI and RtI-B processes.  The students are guided through the different Tiers of this process to ensure that their academic/behavioral needs are being met.  Tier 1 refers to the high quality of instruction and behavioral strategies provided to all students. First, when a teacher observes a student beginning to struggle with academics and/or behaviors, the teacher will document a record for Tier 1 Supplemental Strategies and input the information in Basis. If the Tier 1 Supplemental Strategies do not resolve the problem, the teacher will submit a Collaborative Problem Solving Referral. Following the referral on Basis, the CPST meets with the teacher. During this meeting, the child's specific problem is identified and an appropriate intervention is determined. If adequate progress is not met in Tier 1, the child then moves to Tier 2. This tier involves targeted instruction in a small group setting with a research-based program.  The classroom teacher or designated staff will implement the intervention for 6-8 weeks. During this time, the implementer is responsible for gathering, analyzing, and graphing the data.  After the 6-8 week period, the CPST and the student's parent/guardian will meet again to discuss the student's Response to Intervention (RtI).  If the student is making adequate progress, the team will follow up again in an additional 6-8 weeks to monitor the student's progress. Tier 2 interventions will be continued or discontinued as needed.  If a student does not make adequate progress in response to Tier 2 interventions, the interventions may be modified or the student may require more intensive interventions.  At this stage, Tier 3 is implemented. Tier 3 requires an increase in the frequency and duration of research-based interventions in a small-group setting. The classroom teacher or designated staff will implement the intervention for 6-8 weeks. Once again data will be gathered, analyzed, and graphed. Then a meeting will take place to review the data and share the findings with the student's parent/guardian.  If the student is making adequate progress, the team will follow up again in an additional 6-8 weeks. Tier 3 interventions will be continued or discontinued according to the results shared.  After the 6-8 weeks of a Tier 3 intervention, if there is inadequate progress the CPST team will determine whether additional information is needed and if referral for an evaluation for Special Education Services is necessary.

Students are grouped according to reading needs and teachers and support staff work with small groups of students to better meet their needs. Periodic assessments through the Performance Matters platform will be given to track students' growth and performance in Math and Reading.  Data chats will be held to discuss students' progress and focus instruction to further meet students' needs.

PLC Meeting Schedule

RtI Team Meeting Schedule

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