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 William Dandy Middle School RtI/MTSS academic intervention team has implemented a schoolwide process to identify and support students with academic, behavioral, attendance, and social-emotional needs supported through the school counseling department in collaboration with content area teachers. The MTSS/RtI team will meet monthly by grade level to review early warning indicators, student referrals, Florida State Assessments and district academic content assessment data, discipline and attendance trends, intervention effectiveness, and progress-monitoring results for the current case load and hear recommendations for additional students who benefit from a progress monitoring plan.

Our school counselors, administrators, teachers, and support staff will work collaboratively to ensure interventions are implemented with fidelity and students are added to the school wide academic mentoring program. Student progress and intervention effectiveness will be reviewed through MTSS meetings, PLCs, data chats, student conferences, and parent communication. Supports will be intensified, continued, or reduced based on documented progress-monitoring data.

Our School Counseling Department and Administration collaborate to prioritize student concerns and address them during the MTSS/RtI meetings. As a team, we will bring major concerns back to our curriculum council if shifts are required school wide to meet academic needs. We will work with the classroom teachers to ensure proper implementation of interventions and strategies. Tier 1–Tier 3 intervention strategies will be implemented for each individual student to close the academic gaps. We will provide on-going trainings for our teachers and staff through PLC’S, curriculum council, and expert teachers workshops. Students who need to move to Tier 2-3 will engage in specific monitoring plans. We will conduct data chats school wide with teachers, academic coaches, administration, and the principal to assess data trends, conferences and progress monitoring with students, teachers and parents to celebrate and share student success.

Students will receive supports based on identified needs and through school wide support initiatives:

• Tier 1: Standards-aligned core instruction, differentiation, explicit instruction, formative assessment, reteaching, academic vocabulary, CER strategies, and classroom behavioral supports.
• Tier 2: Targeted small-group academic or behavioral interventions, counseling supports, skill-specific reteaching, documented interventions, and increased progress monitoring.
• Tier 3: Intensive, individualized interventions with frequent progress monitoring, problem-solving meetings, and collaboration among teachers, guidance, administration, support staff, students, and families.

Special attention will be given to ESE, 504, ELL, and lowest-performing students. Appropriate scaffolds will include vocabulary supports, visuals, sentence frames, graphic organizers, guided reasoning, chunked tasks, and targeted reteaching while maintaining grade-level expectations. This aligns with the school's plan to provide strategic supports without reducing rigor.

Student progress will be monitored using FAST PM1, FAST PM2, Q1 AND Q2 BSA, MID-YEAR BSA FOR Q3, Selection test and classroom assessments, student work, attendance, discipline data, intervention records, and teacher observations. Data will be used to identify needs, provide interventions, reteach skills, reassess students, and adjust supports based on student response.

PLC Meeting Schedule

RtI Team Meeting Schedule

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