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.

Cresthaven Elementary uses an embedded, data-driven Multi-Tiered System of Supports (MTSS)/Response to Intervention (RtI) process to identify and support students demonstrating early warning indicators. Based on 2025–2026 data, priority populations include 143 students absent 10% or more of enrolled school days, 102 students with two or more early warning indicators, 101 students performing at Level 1 in ELA, 79 students performing at Level 1 in mathematics, 53 students identified with a substantial reading deficiency, 23 students retained during the previous school year, 20 students retained two or more times, and 11 students receiving one or more suspensions.

The school implements the following intervention strategies:

• Early identification and problem solving: The MTSS/RtI team reviews universal screening, statewide assessment, classroom assessment, attendance, behavior, retention, and course-performance data to identify students requiring additional support. Grade-level teams use the district’s K–5 Identification/Intervention Decision Tree (DT1) to determine each student’s instructional need, level of intervention, progress-monitoring measure, and monitoring frequency.
• Standards-aligned Tier 1 instruction: All students receive grade-level, standards-aligned core instruction using district-adopted instructional materials. Teachers provide systematic and explicit instruction through modeling, guided practice, corrective feedback, cumulative review, and opportunities for independent application. Administrators and instructional coaches monitor implementation through collaborative planning, classroom walkthroughs, learning walks, lesson-plan reviews, student-work analysis, and actionable feedback.
• Reading intervention: Students identified with a substantial reading deficiency or Level 1 performance receive a diagnostic assessment to determine specific skill gaps in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Students receive targeted Tier 2 or intensive Tier 3 intervention in addition to the uninterrupted reading block. Intervention groups are formed according to shared instructional need and receive evidence-based, explicit instruction delivered by qualified personnel using district-approved resources. Individual Reading Progress Monitoring Plans are developed and communicated to families when required.
• Mathematics intervention: Students demonstrating substantial mathematics deficiencies or Level 1 performance receive targeted instruction addressing prerequisite skills, conceptual understanding, procedural fluency, mathematical reasoning, and application. Teachers use explicit modeling, multiple representations, guided practice, immediate corrective feedback, and cumulative review.
• Progress monitoring and instructional adjustment: Students receiving supplemental or intensive intervention are monitored regularly using skill-aligned assessments. Grade-level PLCs and the MTSS/RtI team review student response, intervention fidelity, attendance, and work samples approximately every four to six weeks. Based on the evidence, the team continues, intensifies, revises, or fades support. Students demonstrating insufficient progress may receive increased instructional time, smaller-group instruction, greater frequency, or a more intensive evidence-based intervention.
• Attendance intervention: Attendance is monitored daily and reviewed through an early-warning dashboard. Supports include timely family communication, attendance conferences, individualized attendance plans, counseling and social-work referrals, recognition for improved attendance, and coordination with district or community agencies to address transportation, health, housing, or other barriers.
• Behavioral and social-emotional support: Students with suspension or behavioral indicators receive positive behavioral interventions through PBIS, reteaching of schoolwide expectations, check-in/check-out, mentoring, counseling, restorative practices, behavior support plans, and family conferences. Behavioral and academic data are reviewed together because loss of instructional time may contribute to academic risk.
• Retention support and family engagement: Retained students and students retained multiple times receive individualized academic plans, targeted intervention, frequent progress monitoring, and regular family updates. Families are informed of identified deficiencies, interventions provided, student progress, and strategies for supporting learning and attendance at home.

The principal ensures fidelity by establishing protected intervention time, confirming that interventions supplement rather than replace core instruction, monitoring schedules and student-group placement, reviewing progress-monitoring data, and providing coaching and professional learning. These procedures support compliance with Florida State Board Rule 6A-6.053 and ensure that instructional decisions are systematic, explicit, evidence-based, and responsive to student data.

PLC Meeting Schedule

RtI Team Meeting Schedule

SAC Upload Center