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.

Coral Springs Elementary employs a range of strategies to enhance student academic performance, as indicated by the Early Warning System. Standards drive instruction for all students. Formative assessment data is collected every three weeks or at the end of a unit/topic to assess student progress towards school and district goals. This data is analyzed through various methods, including monthly Professional Learning Communities (PLCs), data conversations, and collaborative planning sessions. Key components of this process include intervention, reteaching, and spiraling standards. Teachers at Coral Springs Elementary implement differentiated centers, Good Reader Strategies, Problem-Solving Protocol Posters, Thinking Maps, Brain Break Movement, and diverse modalities aligned with Universal Design for Learning (UDL) principles.

For English Language Arts (ELA), the core curriculum is based on Benchmark Advanced, while the new B.E.S.T. standards and the Science of Reading are applied throughout the school. Supplemental materials include Magnetic Reader & Ready Tools for Scaffolding, Performance Coach, and Rally’s Education. For grades K-5, Reading Horizons and SIPPs are utilized as intervention programs tailored to student needs. In Math, the core curriculum is Envision, with MDIS used for interventions. Supplemental materials and fluency practice include iReady Math Toolbox, JJ Bootcamp, Performance Coach, and Rally’s Education. Additionally, I-Ready serves as a progress monitoring and intervention program.

The Response to Intervention (RtI) process identifies and ensures that students at risk of failure or retention receive the necessary support. Students struggling with Tier 1 core instruction are referred to RtI. Meetings, held biweekly, involve the RtI Team (including administrators, guidance counselors, literacy and math coaches, school psychologists, etc.), teachers, and, potentially, parents. During these meetings, student progress towards mastery of standards is assessed and graphed. If gaps persist despite Tier 1 interventions, the team will determine Tier 2 strategies and continue the cycle to evaluate student response. Students in RtI undergo ongoing progress monitoring to help close learning gaps. If progress remains insufficient, interventions may be modified, or referrals for evaluation may be recommended. Additionally, students not meeting quarterly progress monitoring criteria are placed on a Progress Monitoring Plan (PMP) for Reading and/or Math.

An analysis of Early Warning Indicators from the 2024 to 2025 school years revealed a decrease in the percentage of students at F.A.S.T. Level 1. To further close the learning gap, F.A.S.T. data will be closely monitored, focusing on students scoring at levels 1 and 2. All students with two or more Early Warning Indicators will continue to be progress monitored to enhance school performance, supported by interventions such as Extended Learning Opportunities (ELO Camps), push-in and pull-out support, and services from support facilitators.

In summary, Coral Springs Elementary is dedicated to improving student academic performance through timely identification, consistent implementation of academic interventions, and regular progress monitoring. Although we face reduced support for resource teachers this year, we remain committed to ensuring that classroom teachers are equipped with the necessary resources to support students identified through the Early Warning Systems.

PLC Meeting Schedule

RtI Team Meeting Schedule

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