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.

There were two early warning indicators identified at our school. Attendance and deficiencies in academic content were targeted.

For attendance, the school social worker monitor's student attendance on a bi-weekly basis, contacts parents to determine issues related to absences, and informs parents about the school attendance policy.  She also gives parents letters regarding tardies and absences. If a student has 5-10 unexcused absences, a 5-day BTIP letter is sent out to parents and the school social worker and the assistant principal contacts the parent(s) to further explore service needs and ways to problem solve to ensure improvement in attendance. If a 10-day BTIP letter is sent, then the school social worker contacts the parents and provides them with available resources not yet provided, and she completes te BTIP assessment. The school social worker and/or administration prepares for the 10-day BTIP meeting if applicable. In addition, the school social workers contacts parents by phones and makes home visits and she continues to send letters out to parents regarding tardies and absences when deemed necessary. Our school social worker works closely with her department and the school to provide resources and support for our students and families. Attendance issues are discussed in our Response to Intervention meetings since it is a factor to determine if a student moves along the process to get evaluated and receive additional support from the general education setting. She goes above and beyond to meet their needs in a timely manner.

According to the FAST PM3, 64% of scholars in grade 3 , 52% of scholars in grade 4, and 56% of scholars in grade 5 scored below level 3.  This is an indicator that our Tier One instruction in the six components of reading need strengthening.  Teachers in grades 3-5 will utilize Magnetic Reading to drive the standards-based instruction as well as supplemental/intervention programs Benchmark Advance resources as well as SIPPS.  Progress will be monitored using Standards Mastery, iReady Diagnostic/Growth Monitoring, and other formative assessments that align with the supplemental materials.  The implementation of this plan will assist us with increasing our number of scholars achieving a level 3 or higher on FAST PM3. 

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