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 Charles R. Drew Elementary, all instruction is delivered using Florida’s B.E.S.T. Standards and follows a systematic, explicit, and evidence-based sequence of reading and core instruction as required by State Board Rule 6A-6.053. Each year, the school submits a comprehensive School Improvement Plan (SIP) outlining how principals and instructional leaders ensure that teaching practices align with state standards, progress monitoring expectations, and evidence-based instructional practices. Instructional teams analyze data regularly to guide planning, monitor student progress, and identify areas of need to provide timely, targeted interventions.
A core component of this work is the school’s embedded, high-quality Response to Intervention (RtI) process. RtI integrates academic and behavioral data to ensure students at risk of failure or retention receive the right level of support. The Early Warning System (EWS) plays a key role in this process by identifying students based on multiple indicators, including attendance, behavior, and academic performance. For the 2024–2025 school year, data revealed several pressing concerns: student enrollment decreased by approximately 60 students, 181 of 403 students (about 45%) were absent for 10% or more of instructional days, 44 students had one or more suspensions, 129 students scored at Level 1 on the statewide ELA assessment, and 88 students scored at Level 1 on the statewide Math assessment. These indicators highlight the need for intensive academic, behavioral, and social-emotional support.
To address these needs, Charles R. Drew employs multiple intervention strategies within its multi-tiered system of supports (MTSS). The Child Problem-Solving (CPS)/RtI team tracks and monitors at-risk students weekly. Academic coaches and the ESE support facilitator provide small-group and one-on-one push-in and pull-out interventions for students requiring targeted instruction in reading, math, or foundational literacy skills. Teachers, coaches, and administrators meet weekly to analyze formative assessment data, adjust instructional strategies, and develop action steps for individual student growth.
Behavioral and social-emotional needs are also prioritized. The school counselor and social worker meet individually with students to provide mentorship, counseling, and behavioral interventions. Programs such as Men of Class, Ladies of Class, and character education initiatives support positive behavior and leadership development, while suspension alternatives and restorative practices help keep students engaged in learning.
Finally, Intervention Decision Trees guide staff in using progress monitoring data to assign the appropriate intensity and type of intervention for each student. This ensures a structured, data-driven approach to improving academic performance, closing learning gaps, and meeting the social-emotional needs of all students identified through the early warning system.

PLC Meeting Schedule

RtI Team Meeting Schedule

SAC Upload Center