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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.
At the beginning of this school year, classroom teachers will administer the Florida Assessment of Student Thinking (F.A.S.T.) to all PK-5 students and those in grades 3-5 who scored a Level 1 or 2 on the FSA and/or were identified in need of tiered interventions the previous school year. If student scores 2 or more benchmarks below grade level expectations, the classroom teacher references the reading decision charts at the students’ instructional level. Classroom teacher engages in problem-solving analysis of the student’s accuracy, fluency, and comprehension at their instructional level and administers diagnostic assessments to confirm or rule out areas of need. Classroom teacher, in collaboration with CPS team, reviews all data available and discusses other contextual factors to determine level of support (Tier 2 or Tier 3) and to match student’s needs to appropriate evidence-based interventions. The CPS team supports the development or continuation of student’s individual intervention plan. Progress monitoring measures at Tier 2 and Tier 3 serve to quantify student rate of improvement, or responsiveness to intervention, and to assist in the evaluation of the effectiveness of instruction and interventions currently in place.
Attendance - Classroom teachers monitor daily attendance and implement procedures for reviewing and completing missed assignments. In addition, if a student has been absent for more than 2 days without receiving a call or note that the student is out ill, the teacher will contact the parent to explain the importance of consistent attendance. Office staff records tardy students, as well as early sign-outs to identify other attendance issues. When a student is tardy or leaving early on a regular basis, the teacher will make initial contact to discuss the issue with the parent. If the teacher cannot contact the parent, the administration or the social worker is informed to reach out to the family.
The second strategy is to send personalized letters to the parent/guardian with report cards when students have been absent or tardy 10% or more of the school quarter.
The third strategy is for administration, support staff, or school counselor to identify the reason for the attendance issues and match resources when applicable to resolve the attendance concern. The administration reviews the monthly Dashboard Data Report to evaluate the effectiveness of the intervention strategies and revises the plan as needed.
Suspension - Coral Park Elementary takes a proactive approach to prevent behaviors that lead to suspension. The school-wide positive behavior plan (SWPBP) includes a leveled behavior plan in all classrooms, character education and a cafeteria behavior plan. Teachers collaborate with the Response to Intervention team for students demonstrating behavior concerns. Guidance lessons are provided by the school counselor for each grade. The administrative team communicates and collaborates with parents and guardians to implement interventions to reduce and eliminate inappropriate behavior.
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| Measurable Outcome (SMART Goal) |
Professional Development |
Budget |
Monitoring |
Results
(End of Year) |
| By June 2025, 59% of Coral Park’s Kindergarten- 2nd grade students will score an achievement level 3 or higher on the FAST PM 3 ELA Assessment. |
SoR 4,5, & 6 and UFLI district trainings |
$1,000.00
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School administration and support staff will conduct classroom walk throughs during the 90- minute reading block to ensure implementation of tiered instruction. |
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Evidence-based Interventions/Strategies |
| Evidence-based Intervention/Strategy 1 |
Daily classroom usage of core tier 1 curriculum using Benchmark Advance and i-Ready |
| Person(s) Responsible |
Instructional Staff |
| Deadline |
6/2/2025
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| Evidence-based Intervention/Strategy 2 |
Evaluating Classroom progress monitoring data of tier 1 curriculum to drive creation of small groups and their instruction. |
| Person(s) Responsible |
Instructional Staff |
| Deadline |
6/2/2025
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| Evidence-based Intervention/Strategy 3 |
Identifying and monitoring students for tier 2 and tier 3 reading interventions. |
| Person(s) Responsible |
Instructional Staff |
| Deadline |
6/2/2025
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Mid-Year Reflection |
| Is the Intended Outcome on target to being achieved for this specific Goal? |
Yes
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| Is desired progress being made to accomplish the intended outcome for this Goal by the end of the school year? |
No
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| Provide evidence of the implementation challenges and barriers the school encountered during the Fall semester. Describe the changes made to address these challenges and barriers. |
|
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| What were the identified strengths and weaknesses of each completed action step during implementation? |
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|
| Describe the new action steps needed to accomplish the intended outcome for the Goal. |
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| What measures were used to determine if the strategies/interventions were effective? |
A comparison to identify the increase in proficiency from baseline data during PM1 to mid-year data during PM2 using the Early Literacy and Reading Florida Assessment of Student Thinking (FAST) was used for progress monitoring purposes for our mid-year reflection. Our goal stated that by June of 2025, 59% of Coral Park's K-2nd grade students will score at a level 3 or higher on the PM3 ELA FAST. Based on our baseline data from PM1 18% of our K-2 students had scored at a level 3 or higher. PM2 ELA FAST was given the first week in December and our percent of K-2 students scoring at least a level 3 had increased to 30%.
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| What further action steps must be continued, or added, to sustain the Intended Outcome? |
| We must continue to implement systematic and explicit phonics instruction daily during reading instruction in order to continue building the foundational skills needed to be strong readers. The district is providing ongoing professional development in the science of reading including addressing diverse learning needs and additional way to support struggling students in reading. Coral Park has expanded our support for students needing additional help through incorporating flexible reading groups that are regularly adjusted based on a student’s individual needs and learning progress. In addition, we are continuing to monitor gains for student placed on a progress monitoring plan through the response to intervention (RTI) process.
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| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? |
| Starting in February we will be implementing biweekly progress monitoring checks through the use of the STAR reading program to track closely students’ progress. This will allow for timely adjustments to instruction and student support.
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| What evidence indicates that you are progressing toward the Intended Outcome? |
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| Provide evidence that the data indicates a need for additional interventions to yield success in achievement, growth or to address learning loss. |
|
|
| What further action steps must be continued, or added, to sustain the Intended Outcome? Is the scheduling of interventions sufficient to meet the needs of specified subgroups and low performing students? |
|
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| Additional Reflection |
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| Measurable Outcome (SMART Goal) |
Professional Development |
Budget |
Monitoring |
Results
(End of Year) |
| By June 2025, Coral Park's 3rd-5th grades will score 71% or above in proficiency on the FAST PM 3 Math Grades 3-5 Assessment. |
Step-Up district pilot program |
$1,000.00
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School administration and support staff will conduct classroom walk throughs during the math block to ensure implementation of tiered instruction. |
|
Evidence-based Interventions/Strategies |
| Evidence-based Intervention/Strategy 1 |
Daily classroom usage of core tier 1 curriculum using Envision. |
| Person(s) Responsible |
Instructional Staff |
| Deadline |
6/2/2025
|
| Evidence-based Intervention/Strategy 2 |
Evaluating Classroom progress monitoring data of tier 1 curriculum to drive creation of small groups and their instruction. |
| Person(s) Responsible |
Instructional Staff |
| Deadline |
6/2/2025
|
| Evidence-based Intervention/Strategy 3 |
Identifying and monitoring students for tier 2 and tier 3 math interventions. |
| Person(s) Responsible |
Instructional Staff |
| Deadline |
6/2/2025
|
|
Mid-Year Reflection |
| Is the Intended Outcome on target to being achieved for this specific Goal? |
Yes
|
| Is desired progress being made to accomplish the intended outcome for this Goal by the end of the school year? |
No
|
| Provide evidence of the implementation challenges and barriers the school encountered during the Fall semester. Describe the changes made to address these challenges and barriers. |
|
|
| What were the identified strengths and weaknesses of each completed action step during implementation? |
|
|
| Describe the new action steps needed to accomplish the intended outcome for the Goal. |
|
|
| What measures were used to determine if the strategies/interventions were effective? |
| A comparison was made of baseline data to identify the increase in proficiency from PM1 to our mid-year data during PM2 using the Math Florida Assessment of Student Thinking (FAST) for progress monitoring purposes for our mid-year reflection. Our goal stated that by June of 2025, 71% of Coral Park's 3rd-5th grade students will score at a level 3 or higher on the PM3 Math FAST. Based on our baseline data from PM1 14% of our 3-5 students had scored at a level 3 or higher. PM2 math FAST was given the first week in January and our percent of 3rd-5th grade students scoring at least a level 3 had increased to 36%.
|
| What further action steps must be continued, or added, to sustain the Intended Outcome? |
| We must continue to implement data driven instruction by regularly analyzing assessments through Envision Savvas and i-Ready in order to identify specific areas where students struggle and tailor remediation accordingly. The district is providing ongoing professional development through a math pilot program focusing on number sense and operations, algebraic reasoning, and geometric reasoning research-based instruction to address diverse learning needs and additional ways to support struggling students in math. Coral Park has expanded our support for students needing additional help through incorporating flexible math groups that are regularly adjusted based on a student’s individual needs and learning progress. In addition, we are continuing to monitor gains for students placed on a progress monitoring plan through the response to intervention (RTI) process.
|
| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? |
| Starting in February we will be implementing weekly progress monitoring checks through the use of the i-Ready lessons passed and Envision/Savvas math program assessments to track closely students’ progress. This will allow for timely adjustments to instruction and student support.
|
| What evidence indicates that you are progressing toward the Intended Outcome? |
|
|
| Provide evidence that the data indicates a need for additional interventions to yield success in achievement, growth or to address learning loss. |
|
|
| What further action steps must be continued, or added, to sustain the Intended Outcome? Is the scheduling of interventions sufficient to meet the needs of specified subgroups and low performing students? |
|
|
| Additional Reflection |
|
|
| Measurable Outcome (SMART Goal) |
Professional Development |
Budget |
Monitoring |
Results
(End of Year) |
| By June 2025, 66% of Coral Park’s 3rd-5th grade students will score an achievement level 3 or higher on the FAST PM 3 ELA Assessment. |
SoR 4,5, & 6 and UFLI district trainings |
$1,000.00
|
School administration and support staff will conduct classroom walk throughs during the 90- minute reading block to ensure implementation of tiered instruction. |
|
Evidence-based Interventions/Strategies |
| Evidence-based Intervention/Strategy 1 |
Daily classroom usage of core tier 1 curriculum using Benchmark Advance. |
| Person(s) Responsible |
Instructional Staff |
| Deadline |
6/2/2025
|
| Evidence-based Intervention/Strategy 2 |
Evaluating Classroom progress monitoring data of tier 1 curriculum to drive creation of small groups and their instruction. |
| Person(s) Responsible |
Instructional Staff |
| Deadline |
6/2/2025
|
| Evidence-based Intervention/Strategy 3 |
Identifying and monitoring students for tier 2 and tier 3 reading interventions. |
| Person(s) Responsible |
Instructional Staff |
| Deadline |
6/2/2025
|
|
Mid-Year Reflection |
| Is the Intended Outcome on target to being achieved for this specific Goal? |
Yes
|
| Is desired progress being made to accomplish the intended outcome for this Goal by the end of the school year? |
No
|
| Provide evidence of the implementation challenges and barriers the school encountered during the Fall semester. Describe the changes made to address these challenges and barriers. |
|
|
| What were the identified strengths and weaknesses of each completed action step during implementation? |
|
|
| Describe the new action steps needed to accomplish the intended outcome for the Goal. |
|
|
| What measures were used to determine if the strategies/interventions were effective? |
| A comparison was made of baseline data to identify the increase in proficiency from PM1 to our mid-year data during PM2 using the Reading Florida Assessment of Student Thinking (FAST) for progress monitoring purposes for our mid-year reflection. Our goal stated that by June of 2025, 66% of Coral Park's 3rd-5th grade students will score at a level 3 or higher on the PM3 ELA FAST. Based on our baseline data from PM1 32% of our 3-5 students had scored at a level 3 or higher. PM2 ELA FAST was given the first week in December and our percent of 3rd-5th grade students scoring at least a level 3 had increased to 44%.
|
| What further action steps must be continued, or added, to sustain the Intended Outcome? |
| We must continue to implement data driven instruction by regularly analyzing assessments through Benchmark Universe and i-Ready in order to identify specific areas where students struggle and tailor remediation accordingly. The district is providing ongoing professional development in the science of reading including fluency, vocabulary, and comprehension research-based instruction to address diverse learning needs and additional ways to support struggling students in reading. Coral Park has expanded our support for students needing additional help through incorporating flexible reading groups that are regularly adjusted based on a student’s individual needs and learning progress. In addition, we are continuing to monitor gains for students placed on a progress monitoring plan through the response to intervention (RTI) process.
|
| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? |
| Starting in February we will be implementing Weekly progress monitoring checks through the use of the i-Ready lessons passed and Benchmark Advance reading program assessments to track closely students’ progress. This will allow for timely adjustments to instruction and student support.
|
| What evidence indicates that you are progressing toward the Intended Outcome? |
|
|
| Provide evidence that the data indicates a need for additional interventions to yield success in achievement, growth or to address learning loss. |
|
|
| What further action steps must be continued, or added, to sustain the Intended Outcome? Is the scheduling of interventions sufficient to meet the needs of specified subgroups and low performing students? |
|
|
| Additional Reflection |
|
|