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.

Riverland Elementary employs a comprehensive system of academic and attendance interventions to improve student outcomes, particularly for those identified through Early Warning Indicators.

Academic Interventions
Student performance
data is collected and analyzed using multiple measures, including the Florida Assessment of Student Thinking (FAST), iReady Diagnostics, Broward Diagnostics, and Benchmark assessments. In alignment with the Identification/Intervention Decision Tree Chart, all students in kindergarten through fifth grade complete the Benchmark Advance Unit Assessment online every three weeks. Assessment results are used to identify specific areas of need, after which targeted reading interventions are implemented to address individual student deficiencies.

Students requiring Tier 2 and Tier 3 interventions are monitored through the Response to Intervention (RtI) process to ensure progress is measured and instructional adjustments are made as necessary. Additionally, students meeting grade-level criteria may be placed on a Progress Monitoring Plan (PMP) and provided with intensive, individualized reading instruction designed to accelerate learning. Students in grades three through five also have access to Extended Learning Opportunities (ELO), when available, which provide additional small-group instructional time beyond the regular school day.

Attendance Interventions
In addition to academic supports, Riverland Elementary addresses attendance concerns through proactive intervention strategies. The Broward Truancy Intervention Program (BTIP) team contacts parents when students demonstrate excessive absences and convenes meetings to discuss the negative impact of poor attendance on academic achievement. Parents are given the opportunity to provide documentation to excuse absences, and resources are offered to support improved attendance practices. Student attendance is monitored continuously, with follow-up actions taken to promote consistent school participation.

The school's primary area of focus for the upcoming school year is reducing chronic absenteeism across grades K–5. During the previous school year, 183 of 444 students (41%) were absent 10% or more of the school year, identifying attendance as a significant barrier to student success. Chronic absenteeism negatively affects students' ability to receive consistent, high-quality instruction, develop foundational academic skills, and demonstrate proficiency and learning gains on state assessments.  Students with frequent absences often miss core instruction, interventions, collaborative learning opportunities, and enrichment activities, making it more difficult to master the Florida B.E.S.T. Standards. Attendance data also revealed a connection between chronic absenteeism and lower academic performance, particularly in mathematics, where the school experienced lower overall learning gains and a significant decline among the Lowest 25% of students. Students with excessive absences were more likely to require additional academic support and were overrepresented in the school's Early Warning System (EWS) data. This area of focus was identified through the analysis of the School Grades Report, Early Warning System (EWS) data, attendance records, and academic performance data. Reducing chronic absenteeism is a critical step toward improving student achievement because consistent attendance increases instructional time, strengthens student engagement, and provides greater access to interventions and supports.

PLC Meeting Schedule

RtI Team Meeting Schedule

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