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.

An evidence-based sequence of reading instruction is implemented schoolwide. All instruction is systematic, explicit, and data-driven, with instructional decisions based on multiple sources of assessment and progress-monitoring data. STAR Early Literacy will be administered three times throughout the school year to students in Grades VPK–2. Students in Grades 3–5 will participate in the Florida Assessment of Student Thinking (FAST) three times during the school year. In addition, Benchmark Advance assessments, including Common Assessments, will be administered to monitor student progress and inform instruction. Student groups are fluid and are modified regularly based on ongoing assessment and progress-monitoring data.

A structured Response to Intervention (RtI)/Multi-Tiered System of Supports (MTSS) process takes place weekly on Tuesdays. Academic, behavioral, and progress-monitoring data are reviewed collaboratively to identify students who require additional support and to determine the appropriate tier of instruction or intervention. Particular attention is given to students who are at risk of academic failure and/or retention to ensure they receive targeted, consistent, and timely support. Students identified as requiring Tier 3 reading intervention receive intensive instruction from appropriately qualified personnel, including reading-endorsed or reading-certified teachers.

The Identification/Intervention Decision Tree guides the school’s use of assessment and progress-monitoring data to identify specific reading needs and determine appropriate interventions. Through the MTSS framework, available reading and mathematics personnel, instructional programs, and intervention resources are strategically aligned to address individual student needs. Intervention materials and instructional practices are differentiated based on students’ identified skill deficits, allowing instruction to begin at each student’s current level of performance and systematically support progress toward grade-level proficiency and beyond.

Additionally, funded instructional positions, including Resource Teachers, provide targeted support through a push-in/pull-out model. Students receiving these services are identified through Tier data, assessment results, proficiency levels, and ongoing progress monitoring. Resource Teachers collaborate with classroom teachers and support staff to provide focused, evidence-based interventions designed to accelerate student achievement and address identified learning gaps.

PLC Meeting Schedule

RtI Team Meeting Schedule

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