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.

Royal Palm Elementary School implements a school-wide intervention model, Scholars Reaching Success (SRS), to provide targeted academic intervention and enrichment based on student need. Students identified through the Early Warning System (EWS) are closely monitored by the school’s Multi-Tiered System of Supports (MTSS) team using academic, attendance, and behavioral data.

Interventions are determined through analysis of FAST, diagnostic, classroom, and progress-monitoring data. Based on identified skill deficits, students receive targeted support in phonemic awareness, phonics, fluency, vocabulary, and/or comprehension. Evidence-based programs and instructional resources, including UFLI, Phonics for Reading, Reading Horizons, and Benchmark Advance, are utilized based on grade level and individual student need. Students requiring intensive Tier 3 support receive additional targeted instruction from qualified instructional personnel.

Student progress is monitored regularly, and intervention groups, instructional strategies, and intensity are adjusted based on student response to intervention. Students demonstrating significant academic need are supported through the RTI/MTSS problem-solving process, where a multidisciplinary team reviews data, identifies barriers to achievement, and determines appropriate next steps.

Students with multiple Early Warning Indicators also receive additional academic, behavioral, attendance, and/or social-emotional supports based on identified needs. The school counselor, social worker, teachers, interventionists, instructional coaches, and other support personnel collaborate with families to address barriers to student success, connect families with appropriate resources, and strengthen school-home partnerships.

PLC Meeting Schedule

RtI Team Meeting Schedule

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