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 aspects of early warning indicators that we will be working is reducing the number of retention students and also reducing the number of ELA level 1s. The need for these interventions is particularly noticeable in our first and second grade. We will also address attendance with the attendance plan. 

Based on the K-12 CERP Elementary Decision Tree, students performing below the 25-percentile rank (K-2) and students scoring below a Level 3 (3-5) on the FAST ELA will be administered the district’s assessments to determine the area for focused reading instruction and intervention. To address these areas of need, the ensuing plan and intervention strategies will be implemented throughout the 2026-2027 academic year. Tier 1 students in all grade levels will receive the Benchmark Advance instruction along with teacher modeling, scaffolding, and opportunities for independent practice and applying understanding. SIPPS, i-Ready Magnetic Reading for Grades 3-5, and Benchmark Advance interventions will be the intervention tools set in place to address our Tier 2 and Tier 3 students with phonics and comprehension deficits. The frequency and duration of each intervention will vary based on the student’s response to the intervention data. Intervention groups will be incorporated throughout the school day given by classroom teachers and interventionist to address ELA deficits. Classroom teachers and the interventionist will meet the students within a set intervention block time as indicated on the school’s master schedule at least three days a week for 20 to 30 minutes using the appropriate intervention tool. If data supports continued deficit, intervention will increase to Tier 3. Tier 3 students will meet at least five times a week with the classroom teacher or interventionist during the set intervention block time as indicated on the school’s master schedule for at least 30 minutes using the appropriate interventions. Teachers and the interventionist will administer the intervention’s embedded program formative assessments, in which data will be collected and tracked to be discussed during weekly RTI meetings and quarterly data chats with grade-level teachers and the administrative team. Moreover, an emphasis will be placed on our RAISE population and ESSA Subgroups during the intervention process to ensure that students’ deficits are being addressed. In addition, their performance data will be closely monitored during data chats, grade-level meetings with teachers, and RtI meetings. In addition, last year we implemented a 6 day program for ELA where grades 3-5 will focus on one standard with scaffolds utilizing the Benchmark Universe, Magnetic Reading, and I-Ready standards masteries. This year, we are adding a 5 day plan for Grades K-2, where teachers will utilize Heggerty whole group, UFLI whole group, and Benchmark Advance. This very focused and detailed lesson planning and interventions should help address these deficiencies. 

The attendance plan will address our interventions in that area, but we would like to reduce the percentage of students in all grades who are absent 10% of the time. We have proactively had parents sign an attendance agreement and we have put some positive rewards in place to incentivize attendance. 

PLC Meeting Schedule

RtI Team Meeting Schedule

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