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 2025–2026 Early Warning Indicator data show that 17.8% of students have two or more indicators associated with an increased risk of academic failure or retention. To improve reading and mathematics proficiency, Sandpiper Elementary will use a data-driven, multi-tiered Response to Intervention (RtI) process to identify students’ specific needs, determine the underlying causes of learning difficulties, provide targeted instruction and intervention, and monitor students’ responses to support.

In reading, Sandpiper Elementary will implement an evidence-based instructional sequence that is systematic, explicit, cumulative, and responsive to student data. Teachers will use universal screening, diagnostic assessments, classroom performance, progress-monitoring results, and statewide assessment data to identify needs in phonological awareness, phonics, fluency, vocabulary, oral language, and comprehension. Students who do not demonstrate sufficient progress through core instruction will receive targeted Tier 2 or Tier 3 interventions matched to their identified skill deficits.

The school will use the same data-driven, multi-tiered approach to strengthen mathematics proficiency. Statewide assessment results, universal screeners, diagnostic assessments, common formative assessments, classroom performance, and student work will be analyzed to identify prerequisite skill gaps and unfinished learning. Teachers will provide standards-aligned Tier 1 instruction using explicit modeling, multiple representations, mathematical discourse, guided practice, corrective feedback, and cumulative review. Students who do not demonstrate adequate progress will receive targeted, small-group Tier 2 intervention. Students with intensive needs will receive more frequent Tier 3 intervention delivered in smaller groups, with increased instructional time and individualized skill sequences.

Grade-level teams will regularly review reading and mathematics data to evaluate student progress and determine whether interventions should be continued, modified, intensified, or gradually reduced. The principal and instructional leadership team will monitor implementation through lesson-plan reviews, classroom observations, collaborative planning, data meetings, intervention schedules, fidelity checks, and student progress-monitoring records. Through consistent implementation and ongoing analysis of student outcomes, Sandpiper Elementary will increase reading and mathematics proficiency while reducing the number of students at risk of academic failure or retention.

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.

The 2025–2026 Early Warning Indicator data show that 17.8% of students have two or more indicators associated with an increased risk of academic failure or retention. To improve reading and mathematics proficiency, Sandpiper Elementary will use a data-driven, multi-tiered Response to Intervention (RtI) process to identify students’ specific needs, determine the underlying causes of learning difficulties, provide targeted instruction and intervention, and monitor students’ responses to support.

In reading, Sandpiper Elementary will implement an evidence-based instructional sequence that is systematic, explicit, cumulative, and responsive to student data. Teachers will use universal screening, diagnostic assessments, classroom performance, progress-monitoring results, and statewide assessment data to identify needs in phonological awareness, phonics, fluency, vocabulary, oral language, and comprehension. Students who do not demonstrate sufficient progress through core instruction will receive targeted Tier 2 or Tier 3 interventions matched to their identified skill deficits.

The school will use the same data-driven, multi-tiered approach to strengthen mathematics proficiency. Statewide assessment results, universal screeners, diagnostic assessments, common formative assessments, classroom performance, and student work will be analyzed to identify prerequisite skill gaps and unfinished learning. Teachers will provide standards-aligned Tier 1 instruction using explicit modeling, multiple representations, mathematical discourse, guided practice, corrective feedback, and cumulative review. Students who do not demonstrate adequate progress will receive targeted, small-group Tier 2 intervention. Students with intensive needs will receive more frequent Tier 3 intervention delivered in smaller groups, with increased instructional time and individualized skill sequences.

Grade-level teams will regularly review reading and mathematics data to evaluate student progress and determine whether interventions should be continued, modified, intensified, or gradually reduced. The principal and instructional leadership team will monitor implementation through lesson-plan reviews, classroom observations, collaborative planning, data meetings, intervention schedules, fidelity checks, and student progress-monitoring records. Through consistent implementation and ongoing analysis of student outcomes, Sandpiper Elementary will increase reading and mathematics proficiency while reducing the number of students at risk of academic failure or retention.

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.

The 2025–2026 Early Warning Indicator data show that 17.8% of students have two or more indicators associated with an increased risk of academic failure or retention. To improve reading and mathematics proficiency, Sandpiper Elementary will use a data-driven, multi-tiered Response to Intervention (RtI) process to identify students’ specific needs, determine the underlying causes of learning difficulties, provide targeted instruction and intervention, and monitor students’ responses to support.

In reading, Sandpiper Elementary will implement an evidence-based instructional sequence that is systematic, explicit, cumulative, and responsive to student data. Teachers will use universal screening, diagnostic assessments, classroom performance, progress-monitoring results, and statewide assessment data to identify needs in phonological awareness, phonics, fluency, vocabulary, oral language, and comprehension. Students who do not demonstrate sufficient progress through core instruction will receive targeted Tier 2 or Tier 3 interventions matched to their identified skill deficits.

The school will use the same data-driven, multi-tiered approach to strengthen mathematics proficiency. Statewide assessment results, universal screeners, diagnostic assessments, common formative assessments, classroom performance, and student work will be analyzed to identify prerequisite skill gaps and unfinished learning. Teachers will provide standards-aligned Tier 1 instruction using explicit modeling, multiple representations, mathematical discourse, guided practice, corrective feedback, and cumulative review. Students who do not demonstrate adequate progress will receive targeted, small-group Tier 2 intervention. Students with intensive needs will receive more frequent Tier 3 intervention delivered in smaller groups, with increased instructional time and individualized skill sequences.

Grade-level teams will regularly review reading and mathematics data to evaluate student progress and determine whether interventions should be continued, modified, intensified, or gradually reduced. The principal and instructional leadership team will monitor implementation through lesson-plan reviews, classroom observations, collaborative planning, data meetings, intervention schedules, fidelity checks, and student progress-monitoring records. Through consistent implementation and ongoing analysis of student outcomes, Sandpiper Elementary will increase reading and mathematics proficiency while reducing the number of students at risk of academic failure or retention.

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.

The 2025–2026 Early Warning Indicator data show that 17.8% of students have two or more indicators associated with an increased risk of academic failure or retention. To improve reading and mathematics proficiency, Sandpiper Elementary will use a data-driven, multi-tiered Response to Intervention (RtI) process to identify students’ specific needs, determine the underlying causes of learning difficulties, provide targeted instruction and intervention, and monitor students’ responses to support.

In reading, Sandpiper Elementary will implement an evidence-based instructional sequence that is systematic, explicit, cumulative, and responsive to student data. Teachers will use universal screening, diagnostic assessments, classroom performance, progress-monitoring results, and statewide assessment data to identify needs in phonological awareness, phonics, fluency, vocabulary, oral language, and comprehension. Students who do not demonstrate sufficient progress through core instruction will receive targeted Tier 2 or Tier 3 interventions matched to their identified skill deficits.

The school will use the same data-driven, multi-tiered approach to strengthen mathematics proficiency. Statewide assessment results, universal screeners, diagnostic assessments, common formative assessments, classroom performance, and student work will be analyzed to identify prerequisite skill gaps and unfinished learning. Teachers will provide standards-aligned Tier 1 instruction using explicit modeling, multiple representations, mathematical discourse, guided practice, corrective feedback, and cumulative review. Students who do not demonstrate adequate progress will receive targeted, small-group Tier 2 intervention. Students with intensive needs will receive more frequent Tier 3 intervention delivered in smaller groups, with increased instructional time and individualized skill sequences.

Grade-level teams will regularly review reading and mathematics data to evaluate student progress and determine whether interventions should be continued, modified, intensified, or gradually reduced. The principal and instructional leadership team will monitor implementation through lesson-plan reviews, classroom observations, collaborative planning, data meetings, intervention schedules, fidelity checks, and student progress-monitoring records. Through consistent implementation and ongoing analysis of student outcomes, Sandpiper Elementary will increase reading and mathematics proficiency while reducing the number of students at risk of academic failure or retention.

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.

The 2025–2026 Early Warning Indicator data show that 17.8% of students have two or more indicators associated with an increased risk of academic failure or retention. To improve reading and mathematics proficiency, Sandpiper Elementary will use a data-driven, multi-tiered Response to Intervention (RtI) process to identify students’ specific needs, determine the underlying causes of learning difficulties, provide targeted instruction and intervention, and monitor students’ responses to support.

In reading, Sandpiper Elementary will implement an evidence-based instructional sequence that is systematic, explicit, cumulative, and responsive to student data. Teachers will use universal screening, diagnostic assessments, classroom performance, progress-monitoring results, and statewide assessment data to identify needs in phonological awareness, phonics, fluency, vocabulary, oral language, and comprehension. Students who do not demonstrate sufficient progress through core instruction will receive targeted Tier 2 or Tier 3 interventions matched to their identified skill deficits.

The school will use the same data-driven, multi-tiered approach to strengthen mathematics proficiency. Statewide assessment results, universal screeners, diagnostic assessments, common formative assessments, classroom performance, and student work will be analyzed to identify prerequisite skill gaps and unfinished learning. Teachers will provide standards-aligned Tier 1 instruction using explicit modeling, multiple representations, mathematical discourse, guided practice, corrective feedback, and cumulative review. Students who do not demonstrate adequate progress will receive targeted, small-group Tier 2 intervention. Students with intensive needs will receive more frequent Tier 3 intervention delivered in smaller groups, with increased instructional time and individualized skill sequences.

Grade-level teams will regularly review reading and mathematics data to evaluate student progress and determine whether interventions should be continued, modified, intensified, or gradually reduced. The principal and instructional leadership team will monitor implementation through lesson-plan reviews, classroom observations, collaborative planning, data meetings, intervention schedules, fidelity checks, and student progress-monitoring records. Through consistent implementation and ongoing analysis of student outcomes, Sandpiper Elementary will increase reading and mathematics proficiency while reducing the number of students at risk of academic failure or retention.

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.

The 2025–2026 Early Warning Indicator data show that 17.8% of students have two or more indicators associated with an increased risk of academic failure or retention. To improve reading and mathematics proficiency, Sandpiper Elementary will use a data-driven, multi-tiered Response to Intervention (RtI) process to identify students’ specific needs, determine the underlying causes of learning difficulties, provide targeted instruction and intervention, and monitor students’ responses to support.

In reading, Sandpiper Elementary will implement an evidence-based instructional sequence that is systematic, explicit, cumulative, and responsive to student data. Teachers will use universal screening, diagnostic assessments, classroom performance, progress-monitoring results, and statewide assessment data to identify needs in phonological awareness, phonics, fluency, vocabulary, oral language, and comprehension. Students who do not demonstrate sufficient progress through core instruction will receive targeted Tier 2 or Tier 3 interventions matched to their identified skill deficits.

The school will use the same data-driven, multi-tiered approach to strengthen mathematics proficiency. Statewide assessment results, universal screeners, diagnostic assessments, common formative assessments, classroom performance, and student work will be analyzed to identify prerequisite skill gaps and unfinished learning. Teachers will provide standards-aligned Tier 1 instruction using explicit modeling, multiple representations, mathematical discourse, guided practice, corrective feedback, and cumulative review. Students who do not demonstrate adequate progress will receive targeted, small-group Tier 2 intervention. Students with intensive needs will receive more frequent Tier 3 intervention delivered in smaller groups, with increased instructional time and individualized skill sequences.

Grade-level teams will regularly review reading and mathematics data to evaluate student progress and determine whether interventions should be continued, modified, intensified, or gradually reduced. The principal and instructional leadership team will monitor implementation through lesson-plan reviews, classroom observations, collaborative planning, data meetings, intervention schedules, fidelity checks, and student progress-monitoring records. Through consistent implementation and ongoing analysis of student outcomes, Sandpiper Elementary will increase reading and mathematics proficiency while reducing the number of students at risk of academic failure or retention.

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.

The 2025–2026 Early Warning Indicator data show that 17.8% of students have two or more indicators associated with an increased risk of academic failure or retention. To improve reading and mathematics proficiency, Sandpiper Elementary will use a data-driven, multi-tiered Response to Intervention (RtI) process to identify students’ specific needs, determine the underlying causes of learning difficulties, provide targeted instruction and intervention, and monitor students’ responses to support.

In reading, Sandpiper Elementary will implement an evidence-based instructional sequence that is systematic, explicit, cumulative, and responsive to student data. Teachers will use universal screening, diagnostic assessments, classroom performance, progress-monitoring results, and statewide assessment data to identify needs in phonological awareness, phonics, fluency, vocabulary, oral language, and comprehension. Students who do not demonstrate sufficient progress through core instruction will receive targeted Tier 2 or Tier 3 interventions matched to their identified skill deficits.

The school will use the same data-driven, multi-tiered approach to strengthen mathematics proficiency. Statewide assessment results, universal screeners, diagnostic assessments, common formative assessments, classroom performance, and student work will be analyzed to identify prerequisite skill gaps and unfinished learning. Teachers will provide standards-aligned Tier 1 instruction using explicit modeling, multiple representations, mathematical discourse, guided practice, corrective feedback, and cumulative review. Students who do not demonstrate adequate progress will receive targeted, small-group Tier 2 intervention. Students with intensive needs will receive more frequent Tier 3 intervention delivered in smaller groups, with increased instructional time and individualized skill sequences.

Grade-level teams will regularly review reading and mathematics data to evaluate student progress and determine whether interventions should be continued, modified, intensified, or gradually reduced. The principal and instructional leadership team will monitor implementation through lesson-plan reviews, classroom observations, collaborative planning, data meetings, intervention schedules, fidelity checks, and student progress-monitoring records. Through consistent implementation and ongoing analysis of student outcomes, Sandpiper Elementary will increase reading and mathematics proficiency while reducing the number of students at risk of academic failure or retention.

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.

The 2025–2026 Early Warning Indicator data show that 17.8% of students have two or more indicators associated with an increased risk of academic failure or retention. To improve reading and mathematics proficiency, Sandpiper Elementary will use a data-driven, multi-tiered Response to Intervention (RtI) process to identify students’ specific needs, determine the underlying causes of learning difficulties, provide targeted instruction and intervention, and monitor students’ responses to support.

In reading, Sandpiper Elementary will implement an evidence-based instructional sequence that is systematic, explicit, cumulative, and responsive to student data. Teachers will use universal screening, diagnostic assessments, classroom performance, progress-monitoring results, and statewide assessment data to identify needs in phonological awareness, phonics, fluency, vocabulary, oral language, and comprehension. Students who do not demonstrate sufficient progress through core instruction will receive targeted Tier 2 or Tier 3 interventions matched to their identified skill deficits.

The school will use the same data-driven, multi-tiered approach to strengthen mathematics proficiency. Statewide assessment results, universal screeners, diagnostic assessments, common formative assessments, classroom performance, and student work will be analyzed to identify prerequisite skill gaps and unfinished learning. Teachers will provide standards-aligned Tier 1 instruction using explicit modeling, multiple representations, mathematical discourse, guided practice, corrective feedback, and cumulative review. Students who do not demonstrate adequate progress will receive targeted, small-group Tier 2 intervention. Students with intensive needs will receive more frequent Tier 3 intervention delivered in smaller groups, with increased instructional time and individualized skill sequences.

Grade-level teams will regularly review reading and mathematics data to evaluate student progress and determine whether interventions should be continued, modified, intensified, or gradually reduced. The principal and instructional leadership team will monitor implementation through lesson-plan reviews, classroom observations, collaborative planning, data meetings, intervention schedules, fidelity checks, and student progress-monitoring records. Through consistent implementation and ongoing analysis of student outcomes, Sandpiper Elementary will increase reading and mathematics proficiency while reducing the number of students at risk of academic failure or retention.

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.

The 2025–2026 Early Warning Indicator data show that 17.8% of students have two or more indicators associated with an increased risk of academic failure or retention. To improve reading and mathematics proficiency, Sandpiper Elementary will use a data-driven, multi-tiered Response to Intervention (RtI) process to identify students’ specific needs, determine the underlying causes of learning difficulties, provide targeted instruction and intervention, and monitor students’ responses to support.

In reading, Sandpiper Elementary will implement an evidence-based instructional sequence that is systematic, explicit, cumulative, and responsive to student data. Teachers will use universal screening, diagnostic assessments, classroom performance, progress-monitoring results, and statewide assessment data to identify needs in phonological awareness, phonics, fluency, vocabulary, oral language, and comprehension. Students who do not demonstrate sufficient progress through core instruction will receive targeted Tier 2 or Tier 3 interventions matched to their identified skill deficits.

The school will use the same data-driven, multi-tiered approach to strengthen mathematics proficiency. Statewide assessment results, universal screeners, diagnostic assessments, common formative assessments, classroom performance, and student work will be analyzed to identify prerequisite skill gaps and unfinished learning. Teachers will provide standards-aligned Tier 1 instruction using explicit modeling, multiple representations, mathematical discourse, guided practice, corrective feedback, and cumulative review. Students who do not demonstrate adequate progress will receive targeted, small-group Tier 2 intervention. Students with intensive needs will receive more frequent Tier 3 intervention delivered in smaller groups, with increased instructional time and individualized skill sequences.

Grade-level teams will regularly review reading and mathematics data to evaluate student progress and determine whether interventions should be continued, modified, intensified, or gradually reduced. The principal and instructional leadership team will monitor implementation through lesson-plan reviews, classroom observations, collaborative planning, data meetings, intervention schedules, fidelity checks, and student progress-monitoring records. Through consistent implementation and ongoing analysis of student outcomes, Sandpiper Elementary will increase reading and mathematics proficiency while reducing the number of students at risk of academic failure or retention.

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.

The 2025–2026 Early Warning Indicator data show that 17.8% of students have two or more indicators associated with an increased risk of academic failure or retention. To improve reading and mathematics proficiency, Sandpiper Elementary will use a data-driven, multi-tiered Response to Intervention (RtI) process to identify students’ specific needs, determine the underlying causes of learning difficulties, provide targeted instruction and intervention, and monitor students’ responses to support.

In reading, Sandpiper Elementary will implement an evidence-based instructional sequence that is systematic, explicit, cumulative, and responsive to student data. Teachers will use universal screening, diagnostic assessments, classroom performance, progress-monitoring results, and statewide assessment data to identify needs in phonological awareness, phonics, fluency, vocabulary, oral language, and comprehension. Students who do not demonstrate sufficient progress through core instruction will receive targeted Tier 2 or Tier 3 interventions matched to their identified skill deficits.

The school will use the same data-driven, multi-tiered approach to strengthen mathematics proficiency. Statewide assessment results, universal screeners, diagnostic assessments, common formative assessments, classroom performance, and student work will be analyzed to identify prerequisite skill gaps and unfinished learning. Teachers will provide standards-aligned Tier 1 instruction using explicit modeling, multiple representations, mathematical discourse, guided practice, corrective feedback, and cumulative review. Students who do not demonstrate adequate progress will receive targeted, small-group Tier 2 intervention. Students with intensive needs will receive more frequent Tier 3 intervention delivered in smaller groups, with increased instructional time and individualized skill sequences.

Grade-level teams will regularly review reading and mathematics data to evaluate student progress and determine whether interventions should be continued, modified, intensified, or gradually reduced. The principal and instructional leadership team will monitor implementation through lesson-plan reviews, classroom observations, collaborative planning, data meetings, intervention schedules, fidelity checks, and student progress-monitoring records. Through consistent implementation and ongoing analysis of student outcomes, Sandpiper Elementary will increase reading and mathematics proficiency while reducing the number of students at risk of academic failure or retention.

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.

The 2025–2026 Early Warning Indicator data show that 17.8% of students have two or more indicators associated with an increased risk of academic failure or retention. To improve reading and mathematics proficiency, Sandpiper Elementary will use a data-driven, multi-tiered Response to Intervention (RtI) process to identify students’ specific needs, determine the underlying causes of learning difficulties, provide targeted instruction and intervention, and monitor students’ responses to support.

In reading, Sandpiper Elementary will implement an evidence-based instructional sequence that is systematic, explicit, cumulative, and responsive to student data. Teachers will use universal screening, diagnostic assessments, classroom performance, progress-monitoring results, and statewide assessment data to identify needs in phonological awareness, phonics, fluency, vocabulary, oral language, and comprehension. Students who do not demonstrate sufficient progress through core instruction will receive targeted Tier 2 or Tier 3 interventions matched to their identified skill deficits.

The school will use the same data-driven, multi-tiered approach to strengthen mathematics proficiency. Statewide assessment results, universal screeners, diagnostic assessments, common formative assessments, classroom performance, and student work will be analyzed to identify prerequisite skill gaps and unfinished learning. Teachers will provide standards-aligned Tier 1 instruction using explicit modeling, multiple representations, mathematical discourse, guided practice, corrective feedback, and cumulative review. Students who do not demonstrate adequate progress will receive targeted, small-group Tier 2 intervention. Students with intensive needs will receive more frequent Tier 3 intervention delivered in smaller groups, with increased instructional time and individualized skill sequences.

Grade-level teams will regularly review reading and mathematics data to evaluate student progress and determine whether interventions should be continued, modified, intensified, or gradually reduced. The principal and instructional leadership team will monitor implementation through lesson-plan reviews, classroom observations, collaborative planning, data meetings, intervention schedules, fidelity checks, and student progress-monitoring records. Through consistent implementation and ongoing analysis of student outcomes, Sandpiper Elementary will increase reading and mathematics proficiency while reducing the number of students at risk of academic failure or retention.

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.

The 2025–2026 Early Warning Indicator data show that 17.8% of students have two or more indicators associated with an increased risk of academic failure or retention. To improve reading and mathematics proficiency, Sandpiper Elementary will use a data-driven, multi-tiered Response to Intervention (RtI) process to identify students’ specific needs, determine the underlying causes of learning difficulties, provide targeted instruction and intervention, and monitor students’ responses to support.

In reading, Sandpiper Elementary will implement an evidence-based instructional sequence that is systematic, explicit, cumulative, and responsive to student data. Teachers will use universal screening, diagnostic assessments, classroom performance, progress-monitoring results, and statewide assessment data to identify needs in phonological awareness, phonics, fluency, vocabulary, oral language, and comprehension. Students who do not demonstrate sufficient progress through core instruction will receive targeted Tier 2 or Tier 3 interventions matched to their identified skill deficits.

The school will use the same data-driven, multi-tiered approach to strengthen mathematics proficiency. Statewide assessment results, universal screeners, diagnostic assessments, common formative assessments, classroom performance, and student work will be analyzed to identify prerequisite skill gaps and unfinished learning. Teachers will provide standards-aligned Tier 1 instruction using explicit modeling, multiple representations, mathematical discourse, guided practice, corrective feedback, and cumulative review. Students who do not demonstrate adequate progress will receive targeted, small-group Tier 2 intervention. Students with intensive needs will receive more frequent Tier 3 intervention delivered in smaller groups, with increased instructional time and individualized skill sequences.

Grade-level teams will regularly review reading and mathematics data to evaluate student progress and determine whether interventions should be continued, modified, intensified, or gradually reduced. The principal and instructional leadership team will monitor implementation through lesson-plan reviews, classroom observations, collaborative planning, data meetings, intervention schedules, fidelity checks, and student progress-monitoring records. Through consistent implementation and ongoing analysis of student outcomes, Sandpiper Elementary will increase reading and mathematics proficiency while reducing the number of students at risk of academic failure or retention.

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.

The 2025–2026 Early Warning Indicator data show that 17.8% of students have two or more indicators associated with an increased risk of academic failure or retention. To improve reading and mathematics proficiency, Sandpiper Elementary will use a data-driven, multi-tiered Response to Intervention (RtI) process to identify students’ specific needs, determine the underlying causes of learning difficulties, provide targeted instruction and intervention, and monitor students’ responses to support.

In reading, Sandpiper Elementary will implement an evidence-based instructional sequence that is systematic, explicit, cumulative, and responsive to student data. Teachers will use universal screening, diagnostic assessments, classroom performance, progress-monitoring results, and statewide assessment data to identify needs in phonological awareness, phonics, fluency, vocabulary, oral language, and comprehension. Students who do not demonstrate sufficient progress through core instruction will receive targeted Tier 2 or Tier 3 interventions matched to their identified skill deficits.

The school will use the same data-driven, multi-tiered approach to strengthen mathematics proficiency. Statewide assessment results, universal screeners, diagnostic assessments, common formative assessments, classroom performance, and student work will be analyzed to identify prerequisite skill gaps and unfinished learning. Teachers will provide standards-aligned Tier 1 instruction using explicit modeling, multiple representations, mathematical discourse, guided practice, corrective feedback, and cumulative review. Students who do not demonstrate adequate progress will receive targeted, small-group Tier 2 intervention. Students with intensive needs will receive more frequent Tier 3 intervention delivered in smaller groups, with increased instructional time and individualized skill sequences.

Grade-level teams will regularly review reading and mathematics data to evaluate student progress and determine whether interventions should be continued, modified, intensified, or gradually reduced. The principal and instructional leadership team will monitor implementation through lesson-plan reviews, classroom observations, collaborative planning, data meetings, intervention schedules, fidelity checks, and student progress-monitoring records. Through consistent implementation and ongoing analysis of student outcomes, Sandpiper Elementary will increase reading and mathematics proficiency while reducing the number of students at risk of academic failure or retention.

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.

The 2025–2026 Early Warning Indicator data show that 17.8% of students have two or more indicators associated with an increased risk of academic failure or retention. To improve reading and mathematics proficiency, Sandpiper Elementary will use a data-driven, multi-tiered Response to Intervention (RtI) process to identify students’ specific needs, determine the underlying causes of learning difficulties, provide targeted instruction and intervention, and monitor students’ responses to support.

In reading, Sandpiper Elementary will implement an evidence-based instructional sequence that is systematic, explicit, cumulative, and responsive to student data. Teachers will use universal screening, diagnostic assessments, classroom performance, progress-monitoring results, and statewide assessment data to identify needs in phonological awareness, phonics, fluency, vocabulary, oral language, and comprehension. Students who do not demonstrate sufficient progress through core instruction will receive targeted Tier 2 or Tier 3 interventions matched to their identified skill deficits.

The school will use the same data-driven, multi-tiered approach to strengthen mathematics proficiency. Statewide assessment results, universal screeners, diagnostic assessments, common formative assessments, classroom performance, and student work will be analyzed to identify prerequisite skill gaps and unfinished learning. Teachers will provide standards-aligned Tier 1 instruction using explicit modeling, multiple representations, mathematical discourse, guided practice, corrective feedback, and cumulative review. Students who do not demonstrate adequate progress will receive targeted, small-group Tier 2 intervention. Students with intensive needs will receive more frequent Tier 3 intervention delivered in smaller groups, with increased instructional time and individualized skill sequences.

Grade-level teams will regularly review reading and mathematics data to evaluate student progress and determine whether interventions should be continued, modified, intensified, or gradually reduced. The principal and instructional leadership team will monitor implementation through lesson-plan reviews, classroom observations, collaborative planning, data meetings, intervention schedules, fidelity checks, and student progress-monitoring records. Through consistent implementation and ongoing analysis of student outcomes, Sandpiper Elementary will increase reading and mathematics proficiency while reducing the number of students at risk of academic failure or retention.

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.

The 2025–2026 Early Warning Indicator data show that 17.8% of students have two or more indicators associated with an increased risk of academic failure or retention. To improve reading and mathematics proficiency, Sandpiper Elementary will use a data-driven, multi-tiered Response to Intervention (RtI) process to identify students’ specific needs, determine the underlying causes of learning difficulties, provide targeted instruction and intervention, and monitor students’ responses to support.

In reading, Sandpiper Elementary will implement an evidence-based instructional sequence that is systematic, explicit, cumulative, and responsive to student data. Teachers will use universal screening, diagnostic assessments, classroom performance, progress-monitoring results, and statewide assessment data to identify needs in phonological awareness, phonics, fluency, vocabulary, oral language, and comprehension. Students who do not demonstrate sufficient progress through core instruction will receive targeted Tier 2 or Tier 3 interventions matched to their identified skill deficits.

The school will use the same data-driven, multi-tiered approach to strengthen mathematics proficiency. Statewide assessment results, universal screeners, diagnostic assessments, common formative assessments, classroom performance, and student work will be analyzed to identify prerequisite skill gaps and unfinished learning. Teachers will provide standards-aligned Tier 1 instruction using explicit modeling, multiple representations, mathematical discourse, guided practice, corrective feedback, and cumulative review. Students who do not demonstrate adequate progress will receive targeted, small-group Tier 2 intervention. Students with intensive needs will receive more frequent Tier 3 intervention delivered in smaller groups, with increased instructional time and individualized skill sequences.

Grade-level teams will regularly review reading and mathematics data to evaluate student progress and determine whether interventions should be continued, modified, intensified, or gradually reduced. The principal and instructional leadership team will monitor implementation through lesson-plan reviews, classroom observations, collaborative planning, data meetings, intervention schedules, fidelity checks, and student progress-monitoring records. Through consistent implementation and ongoing analysis of student outcomes, Sandpiper Elementary will increase reading and mathematics proficiency while reducing the number of students at risk of academic failure or retention.

PLC Meeting Schedule

RtI Team Meeting Schedule