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.

     Forest Glen Middle School staff implement numerous intervention strategies to improve the academic performance of students identified by the early warning system. Data analysis allows our school team to ensure proper placement, monitor student progress, and determine interventions.
     Reading interventions include HMH Read 180, HMH Read 180 the Code, iLit/ELL and Imagine Learning for English Language Learners (ELLs) and Specialized Program Individualizing Reading Excellence (SPIRE) for student with disabilities. Progress monitoring tools utilized for literacy include NWEA Map Growth, GRADE Test (ELLs), Florida’s Assessment of Student Thinking (FAST) and ongoing program embedded assessments within HMH Read 180, iLit/ELL, and SPIRE.
    Math interventions include Savvas embedded resources such as Success Maker, Reteach/Additional Practice Worksheets, and Adaptive Practice with spiral review. IXL Learning will be utilized for students enrolled in Pre-Algebra, Algebra I, and Geometry courses. Progress monitoring tools utilized for math include common classroom assessments, district created Common Formative Assessments (CFAs) for Algebra and Geometry classes, and the Florida Assessment of Student Thinking (FAST) testing for regular and accelerated classes.
     Within all content area classrooms, the focus is for teachers to plan and implement learning stations for students to teach specific content skills. ESOL accommodations are provided in all classes. The ESOL Educational Support Professionals push-in to ELA, Math, Civics and Grade 8 Science classes throughout the day. All subject area teachers incorporate literacy strategies within their lessons, as one of the school’s goals is Literacy for All.
Teachers use Professional Learning Communities (PLCs), professional development (PD) and common planning to review data from assessments, plan lessons and share best practices. Based on data findings teachers determine student remediation and enrichment activities and adjust upcoming lessons as needed. 
    Forest Glen Middle school has a schoolwide positive behavior plan encompassed with school-wide expectations. Students are taught how to be responsible, respectful and safe. When students display these expectations, they are rewarded via our recognition program. Students that are not successful with Tier 1 positive behavior strategies are referred to the Collaborative Problem-Solving Team (CPST)/Response to Intervention (RtI) Team to determine tier 2 and/or tier 3 interventions as well as any additional school or community resources and support from the school social worker and/or psychologist. The Positive Behavior Team meets quarterly to progress monitor action steps and analyze student outcome data.
    The attendance committee meets quarterly to review attendance data. Students are provided with quarterly attendance incentives to promote good attendance. School counselors and teachers monitor student daily attendance. When concerns arise school counselors meet with students and make parental contact. If the attendance does not improve, counselors refer students to the school social worker. The social worker in some cases may either conduct a home visit or refer families to Children in Need of Services/Families in Need of Services CINS/FINS.
    The Collaborative Problem-Solving Team (CPST) meets bi-weekly to discuss students that are not making adequate progress with Tier 1 academic, behavior and/or attendance strategies as identified by the early warning system. The CPS Team analyzes all relevant data, reviews teacher and parental feedback then determine the necessary tier 2 and/or tier 3 interventions accompanied by goals for the students to meet. If a student continues to not show academic progress, extended learning opportunities are offered, instruction is intensified by increasing frequency and reducing group size of small group instruction, program embedded Resources for Differentiated Instruction (RDI) are used along with guiding questions from the ICEL x RIOT chart to identify and address the root causes and continue to progress monitor and adjust the intervention as needed. Other areas that are taken into consideration include the need for community resources and support from the school social worker and/or psychologist.  
     The school also employs interventions such as communicating with parents via parent-teacher conferences (in-person, virtually or by phone), conducting individual student conferences, student and teacher data chats, utilization of daily progress reports and/or work completion charts and assigning mentors to students.  

PLC Meeting Schedule

RtI Team Meeting Schedule

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.

     Forest Glen Middle School staff implement numerous intervention strategies to improve the academic performance of students identified by the early warning system. Data analysis allows our school team to ensure proper placement, monitor student progress, and determine interventions.
     Reading interventions include HMH Read 180, HMH Read 180 the Code, iLit/ELL and Imagine Learning for English Language Learners (ELLs) and Specialized Program Individualizing Reading Excellence (SPIRE) for student with disabilities. Progress monitoring tools utilized for literacy include NWEA Map Growth, GRADE Test (ELLs), Florida’s Assessment of Student Thinking (FAST) and ongoing program embedded assessments within HMH Read 180, iLit/ELL, and SPIRE.
    Math interventions include Savvas embedded resources such as Success Maker, Reteach/Additional Practice Worksheets, and Adaptive Practice with spiral review. IXL Learning will be utilized for students enrolled in Pre-Algebra, Algebra I, and Geometry courses. Progress monitoring tools utilized for math include common classroom assessments, district created Common Formative Assessments (CFAs) for Algebra and Geometry classes, and the Florida Assessment of Student Thinking (FAST) testing for regular and accelerated classes.
     Within all content area classrooms, the focus is for teachers to plan and implement learning stations for students to teach specific content skills. ESOL accommodations are provided in all classes. The ESOL Educational Support Professionals push-in to ELA, Math, Civics and Grade 8 Science classes throughout the day. All subject area teachers incorporate literacy strategies within their lessons, as one of the school’s goals is Literacy for All.
Teachers use Professional Learning Communities (PLCs), professional development (PD) and common planning to review data from assessments, plan lessons and share best practices. Based on data findings teachers determine student remediation and enrichment activities and adjust upcoming lessons as needed. 
    Forest Glen Middle school has a schoolwide positive behavior plan encompassed with school-wide expectations. Students are taught how to be responsible, respectful and safe. When students display these expectations, they are rewarded via our recognition program. Students that are not successful with Tier 1 positive behavior strategies are referred to the Collaborative Problem-Solving Team (CPST)/Response to Intervention (RtI) Team to determine tier 2 and/or tier 3 interventions as well as any additional school or community resources and support from the school social worker and/or psychologist. The Positive Behavior Team meets quarterly to progress monitor action steps and analyze student outcome data.
    The attendance committee meets quarterly to review attendance data. Students are provided with quarterly attendance incentives to promote good attendance. School counselors and teachers monitor student daily attendance. When concerns arise school counselors meet with students and make parental contact. If the attendance does not improve, counselors refer students to the school social worker. The social worker in some cases may either conduct a home visit or refer families to Children in Need of Services/Families in Need of Services CINS/FINS.
    The Collaborative Problem-Solving Team (CPST) meets bi-weekly to discuss students that are not making adequate progress with Tier 1 academic, behavior and/or attendance strategies as identified by the early warning system. The CPS Team analyzes all relevant data, reviews teacher and parental feedback then determine the necessary tier 2 and/or tier 3 interventions accompanied by goals for the students to meet. If a student continues to not show academic progress, extended learning opportunities are offered, instruction is intensified by increasing frequency and reducing group size of small group instruction, program embedded Resources for Differentiated Instruction (RDI) are used along with guiding questions from the ICEL x RIOT chart to identify and address the root causes and continue to progress monitor and adjust the intervention as needed. Other areas that are taken into consideration include the need for community resources and support from the school social worker and/or psychologist.  
     The school also employs interventions such as communicating with parents via parent-teacher conferences (in-person, virtually or by phone), conducting individual student conferences, student and teacher data chats, utilization of daily progress reports and/or work completion charts and assigning mentors to students.  

PLC Meeting Schedule

RtI Team Meeting Schedule

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.

     Forest Glen Middle School staff implement numerous intervention strategies to improve the academic performance of students identified by the early warning system. Data analysis allows our school team to ensure proper placement, monitor student progress, and determine interventions.
     Reading interventions include HMH Read 180, HMH Read 180 the Code, iLit/ELL and Imagine Learning for English Language Learners (ELLs) and Specialized Program Individualizing Reading Excellence (SPIRE) for student with disabilities. Progress monitoring tools utilized for literacy include NWEA Map Growth, GRADE Test (ELLs), Florida’s Assessment of Student Thinking (FAST) and ongoing program embedded assessments within HMH Read 180, iLit/ELL, and SPIRE.
    Math interventions include Savvas embedded resources such as Success Maker, Reteach/Additional Practice Worksheets, and Adaptive Practice with spiral review. IXL Learning will be utilized for students enrolled in Pre-Algebra, Algebra I, and Geometry courses. Progress monitoring tools utilized for math include common classroom assessments, district created Common Formative Assessments (CFAs) for Algebra and Geometry classes, and the Florida Assessment of Student Thinking (FAST) testing for regular and accelerated classes.
     Within all content area classrooms, the focus is for teachers to plan and implement learning stations for students to teach specific content skills. ESOL accommodations are provided in all classes. The ESOL Educational Support Professionals push-in to ELA, Math, Civics and Grade 8 Science classes throughout the day. All subject area teachers incorporate literacy strategies within their lessons, as one of the school’s goals is Literacy for All.
Teachers use Professional Learning Communities (PLCs), professional development (PD) and common planning to review data from assessments, plan lessons and share best practices. Based on data findings teachers determine student remediation and enrichment activities and adjust upcoming lessons as needed. 
    Forest Glen Middle school has a schoolwide positive behavior plan encompassed with school-wide expectations. Students are taught how to be responsible, respectful and safe. When students display these expectations, they are rewarded via our recognition program. Students that are not successful with Tier 1 positive behavior strategies are referred to the Collaborative Problem-Solving Team (CPST)/Response to Intervention (RtI) Team to determine tier 2 and/or tier 3 interventions as well as any additional school or community resources and support from the school social worker and/or psychologist. The Positive Behavior Team meets quarterly to progress monitor action steps and analyze student outcome data.
    The attendance committee meets quarterly to review attendance data. Students are provided with quarterly attendance incentives to promote good attendance. School counselors and teachers monitor student daily attendance. When concerns arise school counselors meet with students and make parental contact. If the attendance does not improve, counselors refer students to the school social worker. The social worker in some cases may either conduct a home visit or refer families to Children in Need of Services/Families in Need of Services CINS/FINS.
    The Collaborative Problem-Solving Team (CPST) meets bi-weekly to discuss students that are not making adequate progress with Tier 1 academic, behavior and/or attendance strategies as identified by the early warning system. The CPS Team analyzes all relevant data, reviews teacher and parental feedback then determine the necessary tier 2 and/or tier 3 interventions accompanied by goals for the students to meet. If a student continues to not show academic progress, extended learning opportunities are offered, instruction is intensified by increasing frequency and reducing group size of small group instruction, program embedded Resources for Differentiated Instruction (RDI) are used along with guiding questions from the ICEL x RIOT chart to identify and address the root causes and continue to progress monitor and adjust the intervention as needed. Other areas that are taken into consideration include the need for community resources and support from the school social worker and/or psychologist.  
     The school also employs interventions such as communicating with parents via parent-teacher conferences (in-person, virtually or by phone), conducting individual student conferences, student and teacher data chats, utilization of daily progress reports and/or work completion charts and assigning mentors to students.  

PLC Meeting Schedule

RtI Team Meeting Schedule

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.

     Forest Glen Middle School staff implement numerous intervention strategies to improve the academic performance of students identified by the early warning system. Data analysis allows our school team to ensure proper placement, monitor student progress, and determine interventions.
     Reading interventions include HMH Read 180, HMH Read 180 the Code, iLit/ELL and Imagine Learning for English Language Learners (ELLs) and Specialized Program Individualizing Reading Excellence (SPIRE) for student with disabilities. Progress monitoring tools utilized for literacy include NWEA Map Growth, GRADE Test (ELLs), Florida’s Assessment of Student Thinking (FAST) and ongoing program embedded assessments within HMH Read 180, iLit/ELL, and SPIRE.
    Math interventions include Savvas embedded resources such as Success Maker, Reteach/Additional Practice Worksheets, and Adaptive Practice with spiral review. IXL Learning will be utilized for students enrolled in Pre-Algebra, Algebra I, and Geometry courses. Progress monitoring tools utilized for math include common classroom assessments, district created Common Formative Assessments (CFAs) for Algebra and Geometry classes, and the Florida Assessment of Student Thinking (FAST) testing for regular and accelerated classes.
     Within all content area classrooms, the focus is for teachers to plan and implement learning stations for students to teach specific content skills. ESOL accommodations are provided in all classes. The ESOL Educational Support Professionals push-in to ELA, Math, Civics and Grade 8 Science classes throughout the day. All subject area teachers incorporate literacy strategies within their lessons, as one of the school’s goals is Literacy for All.
Teachers use Professional Learning Communities (PLCs), professional development (PD) and common planning to review data from assessments, plan lessons and share best practices. Based on data findings teachers determine student remediation and enrichment activities and adjust upcoming lessons as needed. 
    Forest Glen Middle school has a schoolwide positive behavior plan encompassed with school-wide expectations. Students are taught how to be responsible, respectful and safe. When students display these expectations, they are rewarded via our recognition program. Students that are not successful with Tier 1 positive behavior strategies are referred to the Collaborative Problem-Solving Team (CPST)/Response to Intervention (RtI) Team to determine tier 2 and/or tier 3 interventions as well as any additional school or community resources and support from the school social worker and/or psychologist. The Positive Behavior Team meets quarterly to progress monitor action steps and analyze student outcome data.
    The attendance committee meets quarterly to review attendance data. Students are provided with quarterly attendance incentives to promote good attendance. School counselors and teachers monitor student daily attendance. When concerns arise school counselors meet with students and make parental contact. If the attendance does not improve, counselors refer students to the school social worker. The social worker in some cases may either conduct a home visit or refer families to Children in Need of Services/Families in Need of Services CINS/FINS.
    The Collaborative Problem-Solving Team (CPST) meets bi-weekly to discuss students that are not making adequate progress with Tier 1 academic, behavior and/or attendance strategies as identified by the early warning system. The CPS Team analyzes all relevant data, reviews teacher and parental feedback then determine the necessary tier 2 and/or tier 3 interventions accompanied by goals for the students to meet. If a student continues to not show academic progress, extended learning opportunities are offered, instruction is intensified by increasing frequency and reducing group size of small group instruction, program embedded Resources for Differentiated Instruction (RDI) are used along with guiding questions from the ICEL x RIOT chart to identify and address the root causes and continue to progress monitor and adjust the intervention as needed. Other areas that are taken into consideration include the need for community resources and support from the school social worker and/or psychologist.  
     The school also employs interventions such as communicating with parents via parent-teacher conferences (in-person, virtually or by phone), conducting individual student conferences, student and teacher data chats, utilization of daily progress reports and/or work completion charts and assigning mentors to students.  

PLC Meeting Schedule

RtI Team Meeting Schedule