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.

Based on the 2024–2025 early warning indicators, Sandpiper Elementary identified two primary areas of concern: attendance and students scoring Level 1 on statewide Math and ELA assessments.

Attendance
Attendance concerns were prevalent across all grade levels, with a significant number of students absent for 10% or more of instructional days. In accordance with the DT1 (Elementary K–5) Identification/Intervention Decision Tree, the following steps will be implemented:

• Attendance will be monitored daily using the school’s tracking system, with weekly reviews by the attendance team.
• Students with emerging concerns will receive Tier 2 attendance interventions within the RtI framework, ensuring close progress monitoring.
• Support will be provided through social worker referrals, offering families resources, strategies, and community connections to improve attendance.
• Chronic absenteeism will trigger Tier 3 supports, which may include parent conferences, attendance contracts, and individualized improvement plans.

• SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) for targeted phonics development, monitored biweekly through mastery checkpoints.
• Wordly Wise for vocabulary development, with progress measured through structured vocabulary activities and formative assessments.
• Benchmark Advance Comprehension Intervention for comprehension skills, monitored via end-of-lesson comprehension checks.

• Math Intervention and Differentiated Instructional Support (MDIS) for reteaching and reinforcing identified gap areas.
• Ongoing progress monitoring through i-Ready Diagnostics and growth monitoring to ensure alignment with grade-level standards.

• i-Ready Diagnostics and Growth Monitoring for both ELA and Math
• FAST/STAR state progress monitoring assessments
• RtI/MTSS team reviews during scheduled data chats and grade-level PLC meetings

Data is used to adjust instruction, determine if interventions should be intensified, and ensure that students are on track to meet grade-level proficiency.
This systematic, explicit, and evidence-based process ensures that students identified through early warning indicators receive targeted supports aligned to their needs, with continuous monitoring to evaluate and refine intervention strategies, fulfilling the requirements outlined in State Board Rule 6A-6.053 and documented in the School Improvement Plan.

PLC Meeting Schedule

RtI Team Meeting Schedule

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