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.

Early Warning Indicators – Intervention Strategies

School: Lauderdale Lakes Middle School (Grades 6–8)

Lauderdale Lakes Middle School employs a comprehensive, data-driven system to identify and support students at risk for academic failure, retention, or disengagement. In alignment with State Board Rule 6A-6.053 and the district SIP requirements, the school implements an embedded, high-quality Response to Intervention (RtI) process supported by the Early Warning System (EWS).

Identification and Decision-Making

• Early Warning Indicators Monitored: attendance below 90%, course failures in core content areas, Level 1 FAST/ELA/Math scores, repeated discipline referrals, and lack of learning gains.

• Progress Monitoring: FAST PM1–PM2–PM3, i-Ready diagnostics, district benchmark assessments, and classroom-based formative checks are used to monitor growth and adjust interventions.

Intervention Strategies

1. Tier 1 (Core Instruction):

   • Standards-aligned lessons in ELA, Math, Science, and Social Studies with embedded literacy strategies.

   • Differentiated instruction, scaffolds, and explicit vocabulary development.

   • Ongoing teacher PLCs to analyze FAST data and adjust instructional delivery.

2. Tier 2 (Targeted Support):

   • Small-group instruction during ELA and Math blocks using i-Ready, Achieve3000, and district-provided intervention materials.

   • Push-in/pull-out support by reading interventionists and academic coaches.

   • After-school tutoring and Saturday academies provided through the 21st Century Community Learning Center (CCLC) program.

3. Tier 3 (Intensive Interventions):

   • One-on-one or very small group sessions focusing on foundational reading and math skills.

   • Use of research-based programs such as Corrective Reading and System 44 for students with the greatest gaps.

   • Individualized behavior intervention plans (BIPs) developed in collaboration with the MTSS team, school psychologist, and social worker.

4. Behavioral & Attendance Supports:

   • Check-In/Check-Out mentoring program for students with repeated behavior or attendance concerns.

   • Attendance contracts and parent conferences for students missing 10% or more of school days.

   • Social-emotional learning (SEL) supports, including Second Step lessons and school counseling groups.

Monitoring and Communication

• Intervention plans are documented and tracked through the MTSS/RtI process with fidelity checks every 6–8 weeks.

• Progress is communicated to parents/guardians via data chats, conferences, and regular reports.

• The school leadership team reviews aggregate EWS data monthly to determine the effectiveness of interventions and make necessary adjustments.

PLC Meeting Schedule

RtI Team Meeting Schedule

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