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.

Fox Trail monitors the progress of all students through a variety of assessments.  The Fast Assessments are used to progress monitor three times a year.  In addition, teachers use the Topic Assessments for Savvas Math and the Benchmark Unit assessments for Reading with all students. In addition, i-Ready will be used to progress monitor students in grades 2-5, isolate specific needs and provide practice and instruction to meet those needs.   For students in the MTSS/RtI process, teachers use assessments to monitor specific areas of weakness and to monitor progress to ensure that appropriate interventions are being implemented. These assessments may include the Fountas and Pinnell BAS(Benchmark Assessment System) and the subtests for the BAS.  The data is used to pinpoint weaknesses and help our teachers design an intervention plan that meets each student's individual needs.  All teachers have been trained on the district's Identification/Intervention Decision Tree as well as the related Fountas and Pinnell assessments.  The plans include resources from Benchmark Advance, Savvas, UFLI, Magnetics, and other reading and math resources.  Fox Trail will use Successmaker Math assessments to monitor progress and identify areas that require math intervention.  The data for all of the assessments are monitored by classroom teachers, grade level PLCs and by the school's support staff.  As a result,  we can ensure our students get appropriate instruction at all tiers and teachers get appropriate support and necessary professional development.  In addition teachers are utilizing the RtI process to ensure students that require tier 2 or tier 3 intervention are receiving targeted instruction and the response to instruction is being monitored.  Our tier 3 reading students are receiving interventions from a reading endorsed teacher.  Teachers have analyzed student data to create groups of students with like needs to provide additional instruction outside of the 90 minute reading block.  A combination of these strategies should make an impact on improving the academic performance to all of our students, but especially will support our students identified by the early warning system.

PLC Meeting Schedule

RtI Team Meeting Schedule

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