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.

Flamingo Elementary School implements a comprehensive and systematic approach to enhancing student academic performance, particularly for those identified by the Early Warning System. Here’s a detailed summary of the strategies and processes used:

Instructional Strategies and Curriculum

1. Standards-Based Instruction:

   • Instruction is aligned with the Florida BEST standards.
   • Monthly formative assessments are conducted to monitor student progress toward school and district goals.
   • Data from these assessments is analyzed in Professional Learning Communities (PLCs) to inform instructional adjustments.
   • Instruction includes spiraling and reteaching of FSA standards.

2. Universal Design for Learning (UDL) and Science of Reading:

   • Differentiated Centers, Thinking Maps, Brain Break Movement, and flexible seating are utilized.
   • Instruction is designed to cater to diverse learning needs and modalities, consistent with UDL principles.

3. English Language Arts (ELA):

   • Core Curriculum: Structured Literacy, Benchmark Advanced, Principles of the Science of Reading
   • Supplemental Materials: Scholastic First(K-2), Scholastic Word- (Grades 3-5), Scholastic Literacy Pro-Grades K-5 Newsprint, Story Works, Nearpod, Learning Ally, I-Ready, Imagine, Ellevation, Let's Go, 
   • Intervention Programs: SIPPS, Reading Horizon, Bridge the Gap( Grades 2-5), Quick Reads(Grades 2-5), Vocabulary Surge (Grades2-5) 

4. Mathematics:

   • Core Curriculum: 2024-2025 Math Scope and Sequence, enVision BEST Benchmark, BEST Fluency Benchmark
   • Supplemental Material: Envision Daily Reviews, Math Question of the Day, virtual manipulatives and embedded codes

Response to Intervention (RtI) Process

1. Identification and Support:

   • Students experiencing difficulties with Tier 1 core instruction are referred to the RtI process.
   • RtI meetings involve the RtI Team (Administrator(s), Guidance Counselor, Literacy Coach, Math Coach, School Psychologist), teachers, and parents.
   • Meetings are held every six weeks to review progress toward mastery of standards.
   • Student progress is tracked and graphed based on the interventions used.

Tiered Interventions:

At Flamingo Elementary, we are committed to aligning our K-12 reading instruction with Florida's Formula for Reading Success, ensuring that every student, including those with disabilities and English language learners, receives high-quality, tailored support. Here's how we integrate the six components, four assessments, and tiered instruction outlined in the Formula for Reading Success:
 

Instruction: We integrate activities that enhance vocabulary and comprehension through discussions, storytelling, and interactive reading sessions. Teachers model and encourage rich verbal communication.

• Instruction: Phonological awareness is developed through activities such as rhyming, segmenting, and blending sounds.
• Support: Students with disabilities receive targeted phonological awareness activities suited to their specific learning profiles, while English language learners benefit from additional practice with sound discrimination​.

• Instruction: We teach phonics through systematic instruction that links letters to sounds, enhancing decoding skills.
• Support: For students with disabilities and English language learners, we use multisensory approaches and additional practice to reinforce phonics skills.

Vocabulary:

• Instruction: Vocabulary instruction is embedded in daily lessons, using context clues, word analysis, and direct teaching of high-frequency words.
• Support: English language learners receive explicit vocabulary instruction with visual aids and contextual explanations. For students with disabilities, vocabulary teaching is adapted to individual learning needs.

Comprehension:

• Instruction: We develop comprehension through strategies such as summarizing, questioning, and predicting.
• Support: Students with disabilities and English language learners engage in guided reading sessions where comprehension strategies are modeled and practiced with scaffolding as needed.

Four Types of Classroom Assessments:
​

1. Screening:  All students are assessed early in the school year to identify those at risk for reading difficulties. Results guide the provision of targeted support and interventions for students who need it most.

2. Progress Monitoring:
   • Approach: Regular assessments track student progress toward reading goals, allowing for timely adjustments to instruction.
   • Support: Data from progress monitoring helps tailor interventions and supports for students with disabilities and English language learners.

3. Diagnostic:

   • Approach: Diagnostic assessments identify specific reading difficulties and inform individualized instructional strategies.
   • Support: Detailed insights from diagnostic assessments guide the creation of customized intervention plans.

4. Summative Assessment:

   • Approach: Summative assessments evaluate overall reading achievement at the end of instructional periods.
   • Support: Summative data helps in measuring student growth and adjusting future instructional strategies.

5. Three Tiers of Instruction:
   Core Instruction (Tier 1):

   • Characteristics: High-quality, print-rich instruction that is explicit, systematic, and differentiated.
   • Support: Includes accommodations for students with disabilities and differentiated support for English language learners. Instruction is scaffolded to build background knowledge and content understanding.
   • Supplemental Instruction/Interventions (Tier 2):
     • Characteristics: Small group instruction targeting specific gaps in learning, provided in addition to core instruction.
     • Support: Tailored to individual student needs, with additional support for students with disabilities and English language learners to address specific areas of difficulty.
     • Intensive, Individualized Instruction/Interventions (Tier 3):
       • Characteristics: One-on-one or very small group instruction with a focus on intensive, individualized support.
       • Support: Students with substantial reading deficiencies receive targeted, individualized interventions from highly qualified personnel, including those with literacy micro-credentials or reading endorsements. Frequent progress monitoring ensures that instruction is responsive to student needs.

6. Progress Monitoring Plan (PMP):

   • Students not meeting quarterly progress monitoring criteria are placed on a PMP for Reading and/or Math.

Flamingo Elementary School is committed to improving academic outcomes for students identified by the Early Warning System through:

• A rigorous, standards-driven curriculum.
• Tailored instructional strategies adhering to UDL and Science of Reading principles.
• A structured RtI process with regular progress monitoring and tiered interventions.
• Ongoing assessment and adjustment of instructional practices to ensure student success.

This systematic approach ensures that students receive the support they need to meet academic goals and succeed in their educational journey.

PLC Meeting Schedule

RtI Team Meeting Schedule

SAC Upload Center