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. 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 2024-2025 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, 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, we have 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.