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.

All students are initially screened in all content areas to determine preliminary abilities and levels for instruction.  Explicit teacher modeling and direct teaching are part of daily instruction.  Classroom instructional plans and implementation reflect the accommodations for those ESE children on IEP plans, children needing 504 accommodations, and those requiring ESOL strategies. Differentiated instruction is embedded in daily direct instruction, the gradual release model is implemented leading to differentiated learning centers and cooperative learning.  Organizational supports are embedded in instruction including, but not limited to, graphic organizers and note taking.  Small group instruction is also part of the instructional routine to further differentiate and address those students requiring remediation to ensure proficiency of grade level Standards.  Data chats with administration and teachers, as well as data chats with teachers and students, assist in monitoring and planning for continued instructional differentiation.  Starting at the end of the first quarter marking period, children that continue to exhibit difficulty with grade level Standards, as evidenced through their data, are placed on a Progress Monitoring Plan (PMP) in reading and/or mathematics.  They are more frequently progress monitored, with double dose of instruction in small group settings.  Those continuing to exhibit difficulties in student learning gains are considered for a higher level of support through the Response to Intervention model.  Programs currently utilized in grades K-5 include:  Benchmark Interventions; UFLI; Reading Horizons; Wordly Wise 3000 (Tier 2), and Benchmark Interventions; UFLI; Reading Horizons; Wordly Wise 3000 (Tier 3) Math Intensive Intervention; MDIS (Tier 3).  Additional early warning indicators including excessive absences and habitual tardiness are addressed by the classroom teacher with both parents and administration.

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