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.

Oriole Elementary School implements a comprehensive Multi-Tiered System of Supports (MTSS) framework supported by a core problem-solving team composed of staff members with expertise in academic, behavioral, and social-emotional supports. The MTSS team utilizes a continuous problem-solving process to identify students who may be at risk academically and/or behaviorally, determine the underlying causes of identified concerns, implement targeted interventions, and monitor student response to those interventions.

The MTSS Core Problem-Solving Team analyzes and disaggregates multiple sources of student data, including Broward County Public Schools’ Data Warehouse and BASIS systems, to identify trends, determine individual student needs, and guide instructional and behavioral decision-making. The team also utilizes the Response to Intervention (RTI) process, an Early Warning Identification System, and the schoolwide Positive Behavioral Interventions and Supports (PBIS) framework to provide proactive and responsive support for students.

To identify students who may be at risk in accordance with Section 1001.42, Florida Statutes, Oriole Elementary School utilizes an Early Warning Identification Report. The report identifies students who demonstrate two or more early warning indicators, including attendance below 90 percent, one or more in-school or out-of-school suspensions, course failure in English Language Arts or Mathematics, and/or a Level 1 score on statewide standardized assessments in English Language Arts or Mathematics. The report also provides an individual early warning risk score for each identified student to assist the school in determining appropriate levels of intervention and support.

Oriole Elementary School implements a comprehensive Response to Intervention (RTI) process facilitated by administration, school counseling personnel, instructional coaches, teachers, and other support staff. Through this process, students requiring additional academic, behavioral, or social-emotional support are identified, provided targeted interventions, and progress monitored regularly. Particular emphasis is placed on supporting students in English Language Arts and Mathematics, as well as students demonstrating behavioral or social-emotional needs.

Students are provided with multiple opportunities for extended and targeted learning, including intervention and enrichment during the school day, small-group and pull-out support, and extended learning opportunities through after-school programs such as the 21st Century Community Learning Centers program.

Oriole Elementary School also implements the following supports to improve the academic, behavioral, and social-emotional outcomes of students identified through the Early Warning System:

• W.I.T. (Whatever It Takes) Block: A 30-minute intervention and enrichment block provided Monday through Thursday to address students’ individualized academic needs.

• Administrative and Behavioral Support: The Assistant Principal and Behavior Technician collaborate with teachers to implement appropriate behavioral and academic interventions.

• Instructional Coaching: Instructional Coaches provide ongoing support to grade-level teams through modeling, coaching, data analysis, instructional planning, and research-based instructional strategies.

• Progress Monitoring: Teachers and support staff regularly analyze student performance data to monitor growth, determine the effectiveness of interventions, and adjust instruction and support based on individual student needs.

• Professional Learning: Ongoing professional development is provided to instructional staff on differentiated instruction, multi-tiered interventions, progress monitoring, and evidence-based academic and behavioral strategies.

• Parent and Teacher Collaboration: Parent-teacher conferences and ongoing communication strengthen the home-school partnership and support collaborative problem solving around student needs.

• Social Worker Referral System: Students and families may be referred to the school social worker for additional academic, attendance, behavioral, family, or community-based support.

• Responsive Classroom Practices: Morning Meetings and other Responsive Classroom strategies are incorporated to address students’ social-emotional development, build classroom community, and strengthen student engagement.

• Tiered Teacher Support: Teachers receive differentiated levels of coaching, professional learning, modeling, and administrative support based on instructional needs and student performance data.

Through these coordinated systems of support, Oriole Elementary School works proactively to identify barriers to student success, provide timely and targeted interventions, monitor student progress, and ensure that all students have equitable access to the academic, behavioral, and social-emotional supports necessary to achieve success.

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