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.

The school implements a comprehensive, data-driven approach to support students identified through the Early Warning System. Multiple intervention strategies are utilized to address academic deficiencies, provide targeted instruction, and monitor student progress.

1. Individual Teacher Data Chats
The Principal and Leadership Team meet with teachers to review student achievement and progress-monitoring data. Areas of concern are identified, appropriate instructional supports are implemented, and next steps are determined. Data sources include Benchmark Advance, i-Ready, F.A.S.T. STAR, and F.A.S.T. Cambium assessments.

2. Response to Intervention (RTI) Process
Students not meeting grade-level expectations are identified for targeted intervention. Tier 2 intervention plans are developed in alignment with the K–12 CERP Elementary Decision Tree for 2026–2027 and students’ identified areas of need. Progress-monitoring data is reviewed regularly to determine student response to intervention. Students demonstrating insufficient progress may receive more intensive Tier 3 interventions, with instructional pathways and progress-monitoring tools selected based on the CERP Decision Tree.

3. Progress Monitoring

• Grades K–2: Students are assessed through F.A.S.T. STAR Early Literacy and/or STAR Reading, with progress data reviewed by teachers, instructional coaches, and administration to guide instruction and intervention.
• Grades 3–5: Students participate in F.A.S.T. Cambium Progress Monitoring, with data reviewed throughout the year to identify needs and adjust instructional supports.

4. Comprehension and Foundational Skills
When addressing comprehension deficiencies, the instructional team also evaluates and provides support in the five additional components of reading: phonemic awareness, phonics, fluency, vocabulary, and oral language. The K–12 CERP Decision Tree is used to determine the appropriate instructional pathway for students performing below grade level.

5. Ongoing Collaboration

• Weekly RTI Meetings: The RTI/MTSS team reviews student progress, intervention implementation, progress-monitoring data, and next steps to ensure timely adjustments to student support.
• Biweekly PLC Meetings: Teachers collaborate in Professional Learning Communities to analyze student data, unwrap standards, discuss instructional practices, and plan targeted instruction based on identified student needs.

Through these structured and collaborative processes, the school ensures that students identified through the Early Warning System receive timely, targeted, and differentiated support designed to close achievement gaps and accelerate academic growth.

PLC Meeting Schedule

RtI Team Meeting Schedule

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