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 School utilizes an embedded, high-quality Response to Intervention (RtI)/Multi-Tiered System of Supports (MTSS) process to identify and support students demonstrating early warning indicators related to academic performance, attendance, behavior, and risk of retention. Student data are reviewed regularly through the Elementary K–5 Identification/Intervention Decision Tree (DT1), progress-monitoring assessments, classroom performance, i-Ready data, FAST assessment results, attendance data, behavior data, and teacher observations.

Students identified through the Early Warning System receive targeted interventions based on their individual areas of need. Tier 1 instruction is strengthened through standards-aligned instruction, differentiated small-group instruction, frequent checks for understanding, purposeful questioning, use of content journals, and ongoing teacher feedback. Teachers participate in collaborative planning and data discussions to ensure instructional strategies and interventions are aligned to student needs.

Students requiring additional academic support receive supplemental Tier 2 interventions in reading and/or mathematics through targeted small groups, additional instructional practice, and skill-specific intervention. K–2 scholars receive explicit foundational reading support through programs and strategies such as SIPPS, phonics, phonemic awareness, word recognition, fluency, and comprehension instruction. Students in grades 3–5 receive targeted support through i-Ready Personalized Instruction, standards-based small-group instruction, and additional reading and mathematics intervention. Students requiring more intensive support, including identified students with disabilities when appropriate, may receive Tier 3 interventions such as SPIRE and other individualized, evidence-based interventions.

Intervention groups are fluid and adjusted based on student performance. Progress is monitored frequently, and data are reviewed during grade-level PLCs, RtI/MTSS meetings, data chats, and administrative data huddles. Students who demonstrate insufficient progress receive adjustments to the frequency, duration, intensity, or instructional focus of the intervention. When appropriate, students may be referred to the Collaborative Problem Solving Team for additional review and development of an individualized intervention plan.

The school also provides extended learning opportunities for identified students through additional academic support programs, tutoring, and intervention opportunities beyond the core instructional block. Reading, mathematics, and science data are used to identify specific skill deficits and determine appropriate instructional groupings.

Because attendance and behavior may directly impact academic performance, Deerfield Park also provides wraparound interventions for students demonstrating early warning indicators in these areas. Supports may include parent conferences, attendance monitoring, school social worker or family liaison contact, counseling and mentoring, behavior intervention plans, check-in/check-out systems, positive behavior supports, and connections with trusted adults on campus.

Parents and families are included in the intervention process through conferences, progress updates, academic reports, and communication regarding student needs and recommended supports. Through continuous progress monitoring, collaborative problem solving, differentiated instruction, and timely intervention, Deerfield Park Elementary School works to ensure that students identified by the Early Warning System receive appropriate support before academic difficulties result in failure or retention.

PLC Meeting Schedule

RtI Team Meeting Schedule

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