Pasadena Lakes Elementary uses the DT1 Elementary K–5 Identification/Intervention Decision Tree and multiple data sources to identify students demonstrating early warning indicators. Data reviewed include FAST/STAR and i-Ready results, Benchmark Advance assessments, classroom performance, intervention data, attendance, behavior, teacher observations, and ESE progress monitoring. The Collaborative Problem-Solving/MTSS team reviews these data to determine students’ specific needs, assign appropriate supports, and adjust the frequency or intensity of interventions based on their response.

Students with academic concerns receive explicit, systematic, and scaffolded instruction; teacher modeling and guided practice; frequent checks for understanding; corrective feedback; accommodations; and differentiated small-group instruction. Benchmark Advance Florida is used for standards-aligned Tier 1 ELA instruction. Explicit vocabulary instruction using Anita Archer’s framework and Wordly Wise strengthens vocabulary, background knowledge, and comprehension. Students with foundational reading or comprehension deficits receive targeted Tier 2 or Tier 3 intervention through SIPPS and Benchmark Advance Intervention materials. Progress is monitored through program assessments, classroom assessments, FAST/STAR, i-Ready, classroom walkthroughs, PLC data reviews, coaching feedback, MTSS/CPST reviews, intervention-fidelity checks, and ESE progress monitoring. Intervention groups, scaffolds, instructional strategies, and intensity are adjusted when students do not demonstrate adequate growth.

Because chronic absenteeism limits access to instruction and intervention, attendance is also addressed through weekly monitoring in FOCUS and the Early Warning System. Families are contacted to identify barriers, and students may receive Attendance Success Plans, attendance contracts, an attendance buddy, counseling, social-work support, health referrals, community-service referrals, and individualized family outreach. Students with persistent attendance concerns receive increasingly intensive Tier 2 and Tier 3 supports through the CPST/MTSS process. Schoolwide incentives, certificates, recognition, and celebrations are used to reinforce consistent or improved attendance.

Behavioral concerns are addressed through CHAMPS, Positive Behavioral Interventions and Supports, explicit teaching and reteaching of schoolwide expectations, positive reinforcement, restorative and relationship-building practices, and individualized behavior supports. Attendance, behavior, and academic data are reviewed together so that students with multiple early warning indicators receive coordinated interventions designed to remove barriers and improve access, engagement, and academic achievement.