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.

High quality instruction is top priority and teachers provide small group reading instruction (Tier 1) to all students. Enrichment activities are provided through the implementation of differentiated instructional strategies, use of chapter books and leveled readers. Students needing remediation receive a double dose of small group reading instruction (Tier 2) designed to specifically target their needs. Students who have been retained are receiving additional support targeting areas of need identified by the FAST PM1 assessment. In addition to the Tier 1 and Tier 2 interventions provided in class, students in Tier 3 received intervention with a highly qualified reading endorsed teacher. Tier 3 interventions address phonics skills with the use of the Benchmark Advance intervention materials, Reading Horizons, and SIPPS. Students who exhibit academic difficulties in math receive Tier 2 or Tier 3 interventions from their classroom teacher using the eSuccess/MDIS intervention resources and/or iReady toolbox lessons.
Teachers receive ongoing support from the ESOL Resource Teacher and the Literacy Coach to implement ESOL and Differentiated Instructional strategies that will assist with meeting each child's individualized educational needs.
The school's Discipline Committee has developed a School Wide Positive Behavior Plan outlining various positive behaviors that contribute to a safe and nurturing learning environment. Our plan outlines specific expectations for the following areas: School Bus, Cafeteria, and Hallways. Classroom teachers utilize CHAMPS strategies to manage individual classroom behaviors. When dealing with behavior incidents, the school administration adheres to the District's Discipline Matrix to administer consequences. Discipline incident reports are reviewed on a quarterly basis, and the plan is modified as needed. Students with ongoing behavioral concerns participate in weekly groups with the Guidance Counselor. Guidance sessions address building self-esteem, goal setting, peer relations and anger management. We will address the social emotional needs of our students by implementing Compass 360 and Rethink Ed.
Students with less than 90% attendance rate are monitored through the analysis of attendance reports. Parents are contacted and informed of the district’s attendance policy via telephone and in writing. Parent conferences are held with both the teacher and administration to address attendance concerns. Services are offered through Guidance to address any difficulties which may prevent students from attending school regularly. The Social Worker addresses attendance issues when the school's attempt have been unsuccessful.  Additionally, the school has implemented a Beat-the-Bell program where students have the opportunity to earn a prize if they are in their seats and ready to learn by 8:00am daily.
The Response to Intervention/Collaborative Problem-Solving Team (RTI/CPST) meets bi-weekly, on a  Wednesday to address academic and/or behavior RTI referrals. During the meetings, the team reviews the data collected and devises a plan designed to help each child meet their academic or behavior objectives. Using FOCUS, students with 2 or more warning indicators are identified. The teachers document Tier 1 teacher strategies, and the RTI/CPST team monitors their progress on an ongoing basis.
Administration meets with teachers to discuss student achievement on formative assessments during data chat meetings. Data chats are held quarterly for grades K - 5. Student performance data is also discussed during weekly team meetings. Students whose data indicate a pattern of non-proficiency on standard based skills are referred to the RTI/CPST team for a comprehensive study. Formative assessment results for students with 2 or more warning indicators, also undergo an in-depth review during data huddle meetings. Through the RTI/CPST process and the Data Huddle meetings, teachers receive guidance and support to precisely diagnose instructional problems, develop targeted interventions, and identify appropriate progress monitoring tools.

PLC Meeting Schedule

RtI Team Meeting Schedule

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