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.

Deerfield Park Elementary employs a comprehensive, multi-tiered system of supports (MTSS) to address the academic and behavioral needs of students flagged through Early Warning Indicators (e.g., attendance, behavior, course performance, retention history, and statewide assessment results).

Tier 1: Core Instruction & Preventive Supports

• High-Quality Tier 1 Instruction: Teachers deliver standards-based, evidence-driven lessons aligned with the MARCCS focus (Maximize Instructional Minutes, Alignment to Standards, Rigor & Complexity, Content Journals, Checking for Understanding, Small Group Instruction).

• Data-Driven Differentiation: Ongoing use of FAST progress monitoring, i-Ready diagnostics, and classroom assessments ensures lessons are adjusted to meet grade-level expectations and prevent skill gaps.

• Positive Behavior Supports (PBIS): Implementation of Fawn Bucks, recognition programs, and restorative practices reinforce positive behavior and reduce discipline concerns.

Tier 2: Targeted Small Group Interventions

• Small Group Instruction: Based on data, students receive targeted small group lessons during ELA, Math, and Science instructional blocks.

• Pull-Out / Push-In Supports: Interventionists, resource teachers, and paraprofessionals provide additional instruction during intervention/enrichment blocks.

• Attendance Monitoring & Support: Staff contact families when absences reach EWS thresholds, with attendance contracts and incentives for improved attendance.

• Behavior Plans: For students with repeated discipline issues, individualized behavior intervention plans are developed in collaboration with the school counselor and ESE Specialist.

Tier 3: Intensive Individualized Interventions

• One-on-One Support: Students performing significantly below grade level or with multiple risk indicators receive daily intensive support in reading and/or math.

• Progress Monitoring Plans: Teachers track student growth weekly using classroom and intervention data, adjusting instruction immediately when progress is not evident.

• RtI Meetings: School-based RtI/MTSS team reviews data regularly, engaging parents and specialists to create or revise intervention plans.

• Wraparound Services: Collaboration with district supports, school counselor, social worker, and community partners to address barriers such as attendance, mental health, and family engagement.

Decision Tree Implementation

All intervention strategies are guided by the Florida Department of Education’s Identification/Intervention Decision Tree (DT1 for K–5). These charts direct staff in matching student data to the appropriate intervention sequence, ensuring instruction is systematic, explicit, and evidence-based.

Extended Learning Opportunities

• Academic All-Star ELO Camp: After-school and extended-day programs focused on Reading, Math, and Science using Measuring Up resources.

• Mentoring & Tutoring: Community partnerships (5000 Role Models, Reading Pals, The Links, United Way, Kiwanis) provide mentoring and targeted literacy support.

PLC Meeting Schedule

RtI Team Meeting Schedule

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