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.

Pasadena Lakes Elementary will implement a comprehensive system of supports aligned with the SIP Areas of Focus: improving proficiency in English Language Arts, strengthening achievement in Mathematics, and reducing chronic absenteeism. The school follows Florida’s Multi-Tiered System of Supports (MTSS) guidelines and utilizes a Collaborative Problem-Solving Team (CPST) that includes parents, teachers, the School Counselor, Curriculum Facilitator, Speech-Language Pathologist, ESE Specialist, Literacy Coach, School Social Worker, School Psychologist, Autism Coach/Behaviorist, and administrators. Students experiencing academic difficulties are identified through teacher or parent referrals, with baseline data collected and analyzed using assessments such as STAR Reading and Math, FAST PM1–3, i-Ready, SAVVY Math, the Diagnostic Assessment of Reading, and the Early Reading Diagnostic Assessment. Based on these results, targeted Tier 2 interventions are implemented with fidelity, and if progress is limited, Tier 3 supports with increased frequency and duration are initiated. Progress is monitored throughout the process, with parents engaged through conferences and CPST meetings.

ELA interventions address weaknesses in phonemic awareness, phonics, vocabulary, fluency, listening/speaking, and comprehension. Research-based programs such as Phonemic Awareness in Young Children, Road to the Code, SIPPS, Phonics for Reading, Quick Reads, SuperQAR, Reading Horizons, Benchmark Advanced Interventions, Fundations, Heggerty’s Phonemic Awareness, and UFLI are utilized, along with leveled readers and skill-based focus groups using both literature and informational text. Writing support is embedded through Benchmark Advance, academic notebooks, and journal writing, with technology integration through Promethean Boards, i-Ready, Starfall, and ReadWorks to ensure students work within their Zone of Proximal Development.

Mathematics interventions are supported through i-Ready Math, Fluency Flight, EnVision, SAVVY, SuccessMaker, and EnVision math intervention resources, reinforced by extensive use of manipulatives such as base-ten blocks and tangrams. Intervention groups in grades K–5 are facilitated by two Resource Teachers who provide daily push-in support for targeted groups, supplemented by small-group pull-out instruction from the Literacy and Math Coaches. Additional support is provided for ESOL students, with the ESOL interventionist working closely with A1 and A2 students to address language acquisition needs.

Aligned with the SIP focus on reducing absenteeism, the school implements a two-tier attendance support system. At Tier 1, the ATTENDANCE plan provides classroom-level monitoring and weekly recognition of student attendance, while at Tier 2, the ATTEN-DANCE initiative celebrates improved and consistent schoolwide attendance each quarter. These efforts are reinforced by mentoring, parent engagement, and daily check-in/check-out systems.

Behavioral supports are provided through the School-Wide Positive Behavior Plan, restorative practices, and counseling, which promote student engagement and self-regulation. For students demonstrating multiple risk indicators, the CPST coordinates individualized case management that integrates academic, behavioral, and attendance interventions with family collaboration. Retention prevention is addressed through individualized remediation plans, intensive monitoring, and alternative promotion pathways consistent with Florida guidelines.

Collectively, these strategies reflect the school’s commitment to achieving SIP goals of raising ELA and Math proficiency, especially among our more vunerable groups such as our learners with disabilities, and reducing chronic absenteeism, while fostering equity, wellbeing, and a culture of belonging where all students can thrive.

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