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.

Attendance 

At Tamarac Elementary, we encourage consistent attendance in our First Day Documentation, during Open House, and throughout the year.  Support staff and administration meet with teams on a routine basis to address issues of non-attendance.  Our School Counselor, Administration, Social Worker, ESE Specialists, and our SRO collaborate to identify the reason for the non-attendance and offer solutions.  

With regards to documentation, letters are sent home when students reach 5 or more unexcused absences or tardies within a quarter.  If attendance continues to be poor, the teacher generates a social worker referral.  Kimberly Marr contacts the parent via telephone or home visit. 

Suspension 

For students who do not perform academically due to suspension, a Response to Intervention referral is created.  The MTSS team identifies interventions to address the needs of the student. 

Retention 

For students who are retained, a Response to Intervention referral is created.  The MTSS team identifies interventions to address the needs of the student.  

ELA 

Teachers will use results from 25-26 PM3 FAST, 26-27 PM1 FAST, and iReady Diagnostic scores in grades K-5 to identify students needing additional intervention. The results are used along with the Reading Decision Tree to determine intervention and target instruction. This data will allow teachers to identify the profile and/or needs of each student.  Small group lessons prescribed for each profile will be implemented within the classroom along with pull-out support by interventionists. 

Administration, support staff, and the Response to Intervention team will monitor data to increase the academic performance of students identified by the early warning indicators. 

Math 

Teachers will use results from 25-26 PM3 FAST, 26-27 PM1 FAST, and iReady Diagnostic scores in grades K-5 to identify students needing additional intervention. The data generated from these initial placement assessments students will be identified for needing Tier II and/or Tier III interventions.  Teachers have been trained to implement the Modified Gradual Release Model to ensure productive struggle, math discourse, and on-the-spot reteaching are a part of every math block. 

Students will also be engaged in hands-on learning using manipulatives, dry-erase boards, and other opportunities to respond to develop conceptual understanding.

Administration and support staff will monitor data as well as the Response to Intervention process to increase the academic performance of students identified by the early warning indicators

PLC Meeting Schedule

RtI Team Meeting Schedule

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