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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.
Out of a total school enrollment of 693 students, 134 students (19.3%) were absent for 10% or more of the school year, meeting the threshold for chronic absenteeism. Looking closer, Kindergarten had the highest and most severe attendance issues. Out of 104 students, 31 (29.8%) were chronically absent. Nearly 1 in 3 kindergarteners missed significant instructional time. In addition to Kindergarten, three grade levels, 1st, 3rd, and 5th had an average of about 19-20 % chronic absenteeism rate. Grades 2 and 4 had the strongest attendance rates averaging 15%. It is concerning that there is a total of 72 students in Kindergarten through 2nd grade absent more than 10% of the school year. These students are missing foundational literacy (phonics) and math skills that are essential to be successful in the upper grades. In addition, the fifth-graders are missing critical instruction in all core/tested subject necessary to reach proficiency levels by PM3. We will be closely monitoring attendance in these grade levels and implementing strategies with our social worker, attendance CPST, as well as, alerting parents promptly regarding tardies and absences to ensure students are regular attendees and improve the attendance. We have also added attendance as an area of discussion for our team meetings and PLCs to ensure that teachers are looking at attendance data and trends to assist in the process with families.
According to the 25-26 data, across all grade levels, 67 students (9.7% of the total enrollment) scored a Level 1 on the FAST/FAST Star ELA assessment. Kindergarten, first and 4th grade had the highest number of students scoring a level in ELA as measured by the FAST 25-26 PM3 Ela Assessment. These students, currently in 1st, 2nd, and 5th grade will either be receiving interventions through our RTI process or Third grade reading push in from 8:15-8:45 a.m. taught by our Specials team. As for the 8 students in 3rd grade, now currently in 4th grade, those students will also be receiving Reading push in support from 10:15-10:45 a.m. as well.For the 2025-2026, we have added additional support to our 4th graders by also offering 4th grade reading push in from 10:15-10:45 am with our Specials teachers as well. The students will be taught explicit reading instruction using research-based strategies to eliminate the reading gaps. This schedule change has allowed each grade level to be able to have a shared planning time for team planning.
Similarly, 66 total students (9.5% of total enrollment) scored a level 1 on the MATH FAST/Star assessment. Grades 1 and 4th had the highest number of students sitting at 15 students.
Last year we closely monitored 19 students with two or more indicators. This year that number has jumped to 70 students carrying multiple risk indicators, such as a combination of chronic absenteeism, behavior/suspension, or Level 1 test performance).
Interventions:
Attendance- promote the district "Attendance Matters" initiative, morning greetings and check-ins/morning meetings with LSW activities. Ensure classroom teachers and office staff are personally reaching out and contacting parents to discussing attendance issues. Have the social worker perform home visits.
Behavior- Strong Tier 1 PBIS strategies and interventions ensure the use of PAW bucks and positive incentives. Each classroom should have a calming corner and sensory items and strategies available.
Academic interventions- For students scoring a level 1 on the FAST assessments, interventions must be explicit, systematic, and targeted to their exact skill gaps. Tier 1- high-leverage differentiation, tier 2 explicit small groups focusing on Phonics, phonemic awareness, and decoding using multisensory tools such as letter tiles), comprehension in the upper grades. In math, small group remediation and intervention groups focusing on foundational number sense, fluency, and concrete-representational abstract (CRA) model using physical math manipulatives using the gradual release model. Tier 2-3 Math intervention using the MTSS toolbox and lessons.
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