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 school employs various strategies and programs to improve student performance through the early warning system in FOCUS. Students are identified using their baseline data. Teachers assess students in K-5 using the STAR Literacy Assessment in Kindergarten and 1st grade. Second grade scholars are accessed on STAR Reading and the F.A.S.T assessment is used to assess scholars in grades third through fifth grade. Teachers implement intervention strategies in the six areas of reading and pinpoint instruction to align with student needs. Once teachers pinpoint the area of need, they refer to the multi-tiered system of support to align the intervention. They also record the Tier II intervention to provide more intense reading instructional time. The intervention is recorded in FOCUS. The teacher then monitors progress for 6 weeks through data collection to determine whether the student is responding to the intervention. The CPST/RTI team meets to discuss whether the student is making sufficient progress with the intervention or whether the student needs a more intensive intervention to make academic progress.
The intervention strategies used include the following: small group instruction with scaffolded support, differentiated learning centers, computer-assisted learning, one-on-one instruction, extended time, interdisciplinary literacy, and Benchmark Advanced Instruction. Regarding behavior, teachers utilize their classroom management system to address Tier 1 and Tier 2 behaviors. For Tier 2 behavior, resources outside of the classroom are utilized to correct behaviors. Our schoolwide PBIS plan incorporates intervention activiies and lessons to improve student behavior. Mentoring programs such as 5000 Role Models and our Girls' Group have also  been instrumental in correcting socio-emotional challenges. Teachers will employ rigorous Tier I instruction that mirriors the gradual release model to facilitate academic self-sufficiency in our students. This instructional style includes frequent modeling, interactive Read Alouds, Accountable Talk, Close Reads, Shared reading, and writing to ensure that all students are receiving rigorous Tier
I instruction. Teachers will also ensure they are reaching all learners by differentiating activities and by employing visual, kinesthetic, and auditory delivery models.

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RtI Team Meeting Schedule

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