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.

Colbert Elementary School utilizes a comprehensive, data-driven approach to support students identified through the Early Warning System (EWS). Current data indicate that 217 of 605 students have two or more early warning indicators, with additional concerns related to chronic absenteeism, Level 1 performance in ELA and mathematics, reading deficiencies, suspensions, and student retention. To address these areas, the school implements targeted academic, attendance, behavioral, and progress-monitoring interventions.

Targeted Small-Group Instruction: Students identified as performing below grade level receive differentiated small-group instruction in ELA/reading and mathematics. Teachers use assessment and classroom performance data to strategically group students according to specific skill and standards-based needs. Instruction is adjusted as students demonstrate progress or require additional support.

Multi-Tiered System of Supports (MTSS): Students demonstrating persistent academic or behavioral concerns are supported through the MTSS process. Student data are reviewed to identify barriers to achievement, determine appropriate Tier 2 and Tier 3 interventions, establish measurable goals, and monitor student response to intervention. Intervention intensity and frequency are adjusted based on progress-monitoring data.

Intensive Reading and Foundational Skills Support: With 236 students identified as ELA Level 1 and 85 students identified as reading deficient, reading intervention is a significant area of focus. Students receive explicit instruction targeting foundational reading skills, phonics, fluency, vocabulary, comprehension, and grade-level standards based on individual student needs. Intervention groups are monitored regularly to ensure instruction is responsive to student progress.

Targeted Mathematics Intervention: With 181 students identified as Math Level 1, mathematics interventions focus on addressing prerequisite skill gaps, strengthening conceptual understanding, developing mathematical fluency, and providing explicit instruction aligned to grade-level standards. Teachers utilize assessment results and standards analysis to determine areas requiring reteaching and additional practice.

Extended Learning Opportunities: Students requiring additional academic support are provided opportunities for intervention beyond core classroom instruction. These supports include the school's Innovation Lab, Extended Learning Opportunities (ELO), academic support groups, and other targeted intervention opportunities. Students are selected based on achievement data and demonstrated academic need.

Data Analysis and Progress Monitoring: Teachers and school leadership routinely analyze formative assessments, diagnostic assessments, interim assessments, classroom performance, and standards-based data to identify students requiring intervention. Student progress is monitored frequently, and instructional groups and intervention strategies are modified based on demonstrated mastery. Teacher and student data conferences are also utilized to establish goals and increase student ownership of academic progress.

Attendance Intervention: Chronic absenteeism represents a significant concern, with 229 students identified as absent 10% or more of instructional days. Attendance is monitored consistently, and students demonstrating patterns of excessive absences are identified for intervention. Strategies include parent communication, attendance conferences, individualized attendance plans, recognition and incentives for improved attendance, and collaboration with appropriate school and district personnel to address barriers that prevent consistent school attendance.

Behavioral and Social-Emotional Supports: Students demonstrating behavioral concerns, including those with suspension indicators, receive proactive behavioral supports designed to increase instructional time and reduce repeated disciplinary incidents. Strategies include positive behavior supports, student conferences, parent communication, counseling and social-emotional supports when appropriate, behavior intervention plans, mentoring, and recognition for positive behavior. Particular attention is provided to grades demonstrating higher suspension rates.

Support for Retained Students: The school closely monitors students who have been retained, particularly students with multiple retentions or additional EWS indicators. Individual student data are reviewed to identify unfinished learning and determine targeted interventions. These students receive differentiated instruction, increased progress monitoring, targeted small-group support, and additional learning opportunities designed to accelerate academic growth and prevent continued patterns of academic difficulty.

Collaborative Problem Solving and Family Engagement: Teachers, administrators, support personnel, interventionists, and families work collaboratively to address students demonstrating multiple risk indicators. Parent conferences and ongoing communication are used to share student progress, discuss areas of concern, and identify strategies that can be reinforced at home. Students with two or more EWS indicators receive heightened monitoring to ensure interventions address the combination of academic, attendance, and/or behavioral factors affecting achievement.

Through these coordinated interventions, Colbert Elementary maintains a continuous cycle of identification, intervention, progress monitoring, and adjustment. The school's goal is to provide timely and actionable support, accelerate learning for students performing below grade level, improve attendance and behavior, and ensure students identified through the Early Warning System receive the differentiated resources necessary to demonstrate measurable academic growth.

PLC Meeting Schedule

RtI Team Meeting Schedule

SAC Upload Center