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.

In accordance with State Board Rule 6A-6.053, the school ensures that all students receive high-quality, standards-based instruction through the implementation of a comprehensive Multi-Tiered System of Supports (MTSS). The school's instructional framework is designed to provide systematic, explicit, and evidence-based instruction aligned to the Florida Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards. Instructional decisions are driven by multiple sources of student data, including FAST progress monitoring assessments, statewide assessments, district benchmark assessments, classroom formative assessments, attendance records, behavior reports, and Early Warning System (EWS) indicators.

The principal, assistant principals, instructional coaches, school counselors, MTSS leadership team, Exceptional Student Education (ESE) specialists, ESOL teachers, school psychologist, social worker, and classroom teachers collaborate regularly to analyze student performance data and identify students requiring additional academic, behavioral, or social-emotional support. Data review meetings occur throughout the school year to monitor student progress, evaluate the effectiveness of interventions, and make timely adjustments to instructional plans.

Based on the school's Early Warning System data, targeted interventions are provided to students demonstrating chronic absenteeism, excessive disciplinary referrals or suspensions, low academic achievement, reading deficiencies, mathematics deficiencies, and students exhibiting multiple early warning indicators.

Academic Interventions

Students performing below grade-level expectations receive evidence-based interventions designed to accelerate learning while addressing individual skill deficits.

Reading Interventions

Students identified with substantial reading deficiencies or Level 1 performance on statewide ELA assessments participate in intensive reading instruction utilizing research-based literacy practices that emphasize:

• Explicit and systematic phonics instruction
• Vocabulary development and academic language
• Reading fluency
• Reading comprehension strategies
• Writing integrated across content areas
• Teacher-led small group instruction
• Differentiated instruction based on diagnostic assessment data
• Progress monitoring using FAST assessments and curriculum-based measures

Intervention schedules are developed to ensure students receive additional instructional time beyond the core reading block. Reading interventionists and classroom teachers collaborate to monitor student growth and adjust instructional strategies as needed.

Mathematics Interventions

Students identified as performing below proficiency in mathematics receive targeted intervention focused on closing foundational skill gaps through:

• Small-group differentiated instruction
• Standards-aligned intervention lessons
• Number sense and mathematical reasoning activities
• Daily spiral review of prerequisite skills
• Data-driven intervention groups
• Use of adaptive instructional technology programs
• Frequent formative assessments to monitor mastery of grade-level standards

Teachers use benchmark and classroom assessment data to provide just-in-time interventions and adjust pacing based on student performance.

Multi-Tiered System of Supports (MTSS)

The school implements a structured MTSS framework to provide increasingly intensive interventions based on student need.

Tier I

• High-quality standards-based core instruction
• Universal screening three times annually
• Classroom differentiation
• Positive behavior supports
• Universal social-emotional learning

Tier II

• Targeted small-group academic interventions
• Check-In/Check-Out behavioral supports
• Attendance mentoring
• Progress monitoring every two to four weeks
• Parent communication regarding intervention plans

Tier III

• Intensive individualized interventions
• Frequent progress monitoring
• Functional behavior assessments and behavior intervention plans, when appropriate
• Individual problem-solving meetings
• Wraparound services involving school and community partners

Student intervention plans are reviewed routinely by the MTSS team to ensure interventions are producing measurable gains.

Attendance Improvement Strategies

With over 300 students identified as chronically absent, improving attendance remains a schoolwide priority. The school utilizes a proactive attendance monitoring system that identifies attendance concerns early and provides tiered supports before absenteeism becomes chronic.

Attendance interventions include:

• Daily attendance monitoring
• Automated parent notifications
• Personal phone calls and parent conferences
• Attendance contracts
• Home visits conducted by school staff when appropriate
• School counselor and social worker referrals
• Student mentoring programs
• Attendance incentive programs recognizing improved attendance
• Collaboration with district attendance services and community agencies
• Identification and removal of barriers affecting student attendance

The leadership team reviews attendance data weekly to identify trends and provide timely interventions.

Behavioral and Social-Emotional Supports

To reduce suspensions and improve school climate, the school implements Positive Behavioral Interventions and Supports (PBIS) as a schoolwide framework for promoting positive student behavior.

Behavioral interventions include:

• Schoolwide PBIS expectations and incentives
• Restorative practices
• Social-emotional learning lessons
• Individual and group counseling
• Conflict resolution and peer mediation
• Behavioral mentoring
• Functional Behavior Assessments (FBA)
• Behavior Intervention Plans (BIP)
• Crisis intervention support when necessary
• Collaboration with families to reinforce behavioral expectations

The school monitors discipline data regularly to identify disproportionality and ensure equitable implementation of disciplinary practices.

Students with Multiple Early Warning Indicators

Students identified with two or more Early Warning Indicators receive comprehensive case management through the MTSS process. These students are prioritized for intensive intervention because they demonstrate multiple risk factors associated with academic failure.

Support plans may include:

• Individual academic success plans
• Weekly progress monitoring
• Assigned mentor or success coach
• Counseling services
• Attendance intervention plans
• Behavioral supports
• Family engagement meetings
• Referrals to community agencies for additional services
• Academic tutoring before, during, and after school
• Extended learning opportunities and enrichment programs

The MTSS leadership team reviews these students frequently to evaluate intervention effectiveness and modify supports as needed.

Progress Monitoring and Data Analysis

Continuous progress monitoring is a critical component of the school's instructional improvement process. Teachers administer formative assessments, district benchmarks, FAST Progress Monitoring assessments, and classroom performance tasks throughout the school year to evaluate student growth.

Professional Learning Communities (PLCs) meet regularly to:

• Analyze student achievement data
• Identify instructional trends
• Share effective instructional strategies
• Plan differentiated instruction
• Develop intervention plans
• Monitor student response to intervention
• Adjust instructional pacing based on student needs

Instructional coaches support teachers through classroom observations, modeling research-based instructional practices, collaborative planning, and professional development focused on improving student outcomes.

Family and Community Engagement

The school recognizes that strong partnerships with families significantly contribute to student success. Parents and guardians are actively engaged throughout the intervention process through:

• Parent-teacher conferences
• Regular progress reports
• Family literacy and mathematics workshops
• Communication through phone calls, emails, and school messaging platforms
• Student data conferences
• MTSS meetings involving parents
• Access to academic resources for home support
• Community partnerships providing mentoring, tutoring, and wraparound services

Families are encouraged to participate in decision-making regarding intervention plans and student goal setting.

Professional Learning

Teachers and instructional staff participate in ongoing professional learning focused on:

• Evidence-based literacy instruction
• Mathematics best practices
• Data analysis and progress monitoring
• Differentiated instruction
• MTSS implementation
• PBIS and restorative practices
• Student engagement techniques
• Effective intervention planning

Professional development is aligned to school improvement goals and informed by student performance data.

Continuous Improvement

School leadership conducts ongoing classroom walkthroughs, instructional observations, and data reviews to ensure that evidence-based instructional practices are implemented with fidelity. The School Improvement Team evaluates the effectiveness of interventions each grading period using attendance, behavior, academic achievement, progress monitoring data, and statewide assessment results.

By implementing a comprehensive system of evidence-based instruction, continuous progress monitoring, collaborative problem-solving, and targeted academic and behavioral interventions, the school is committed to improving outcomes for all students identified through the Early Warning System. These coordinated efforts ensure that students receive the individualized support necessary to increase academic achievement, improve attendance, reduce disciplinary incidents, strengthen literacy and mathematics proficiency, and prepare all students for long-term academic success.

PLC Meeting Schedule

RtI Team Meeting Schedule

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