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.

School-Level Implementation of Assessment, Standards, and Instruction

In alignment with State Board Rule 6A-6.053, the school ensures that all students are taught through an evidence-based sequence of reading instruction. Principals monitor and support teachers to guarantee that instruction is systematic, explicit, and data-driven. Teachers use progress monitoring, classroom assessments, and statewide assessment data to design lessons that align with Florida’s B.E.S.T. Standards and address the individual needs of their students.
Embedded High-Quality RtI Process
The school implements a comprehensive Response to Intervention (RtI) framework that integrates both academic and behavioral support. RtI ensures that students identified as at risk of failure or retention receive targeted assistance. Data from progress monitoring tools (such as i-Ready, FAST, district benchmarks, and classroom-based assessments) are analyzed in grade-level PLCs and school-based leadership teams to identify struggling students early and provide immediate intervention.

• Tier 1: High-quality, standards-based instruction delivered to all students.
• Tier 2: Targeted small-group interventions for students demonstrating specific skill deficits.
• Tier 3: Intensive individualized instruction for students with persistent academic or behavioral challenges, often including support from specialists and interventionists.

• DT2 (Middle, 6–8): Uses reading and math progress monitoring data to determine placement in intensive reading/math courses, small-group remediation, or tutoring support. Interventions also address engagement strategies to reduce absenteeism and behavioral barriers to learning.
• DT3 (High School, 9–12): Uses credit accumulation, course failures, statewide assessments, and attendance data to identify students at risk of not graduating. Interventions include credit recovery, in-school tutoring, mentoring programs, ACT/SAT prep, and intensive reading/math support.

• Regular classroom walkthroughs and instructional feedback aligned to standards.
• Monitoring lesson plans and intervention schedules to ensure systematic, explicit instruction.
• Data chats with teachers, students, and families to track progress and adjust interventions.
• Collaboration with the School Leadership Team to evaluate the effectiveness of interventions and refine strategies as needed.

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.

School-Level Implementation of Assessment, Standards, and Instruction

In alignment with State Board Rule 6A-6.053, the school ensures that all students are taught through an evidence-based sequence of reading instruction. Principals monitor and support teachers to guarantee that instruction is systematic, explicit, and data-driven. Teachers use progress monitoring, classroom assessments, and statewide assessment data to design lessons that align with Florida’s B.E.S.T. Standards and address the individual needs of their students.
Embedded High-Quality RtI Process
The school implements a comprehensive Response to Intervention (RtI) framework that integrates both academic and behavioral support. RtI ensures that students identified as at risk of failure or retention receive targeted assistance. Data from progress monitoring tools (such as i-Ready, FAST, district benchmarks, and classroom-based assessments) are analyzed in grade-level PLCs and school-based leadership teams to identify struggling students early and provide immediate intervention.

• Tier 1: High-quality, standards-based instruction delivered to all students.
• Tier 2: Targeted small-group interventions for students demonstrating specific skill deficits.
• Tier 3: Intensive individualized instruction for students with persistent academic or behavioral challenges, often including support from specialists and interventionists.

• DT2 (Middle, 6–8): Uses reading and math progress monitoring data to determine placement in intensive reading/math courses, small-group remediation, or tutoring support. Interventions also address engagement strategies to reduce absenteeism and behavioral barriers to learning.
• DT3 (High School, 9–12): Uses credit accumulation, course failures, statewide assessments, and attendance data to identify students at risk of not graduating. Interventions include credit recovery, in-school tutoring, mentoring programs, ACT/SAT prep, and intensive reading/math support.

• Regular classroom walkthroughs and instructional feedback aligned to standards.
• Monitoring lesson plans and intervention schedules to ensure systematic, explicit instruction.
• Data chats with teachers, students, and families to track progress and adjust interventions.
• Collaboration with the School Leadership Team to evaluate the effectiveness of interventions and refine strategies as needed.

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.

School-Level Implementation of Assessment, Standards, and Instruction

In alignment with State Board Rule 6A-6.053, the school ensures that all students are taught through an evidence-based sequence of reading instruction. Principals monitor and support teachers to guarantee that instruction is systematic, explicit, and data-driven. Teachers use progress monitoring, classroom assessments, and statewide assessment data to design lessons that align with Florida’s B.E.S.T. Standards and address the individual needs of their students.
Embedded High-Quality RtI Process
The school implements a comprehensive Response to Intervention (RtI) framework that integrates both academic and behavioral support. RtI ensures that students identified as at risk of failure or retention receive targeted assistance. Data from progress monitoring tools (such as i-Ready, FAST, district benchmarks, and classroom-based assessments) are analyzed in grade-level PLCs and school-based leadership teams to identify struggling students early and provide immediate intervention.

• Tier 1: High-quality, standards-based instruction delivered to all students.
• Tier 2: Targeted small-group interventions for students demonstrating specific skill deficits.
• Tier 3: Intensive individualized instruction for students with persistent academic or behavioral challenges, often including support from specialists and interventionists.

• DT2 (Middle, 6–8): Uses reading and math progress monitoring data to determine placement in intensive reading/math courses, small-group remediation, or tutoring support. Interventions also address engagement strategies to reduce absenteeism and behavioral barriers to learning.
• DT3 (High School, 9–12): Uses credit accumulation, course failures, statewide assessments, and attendance data to identify students at risk of not graduating. Interventions include credit recovery, in-school tutoring, mentoring programs, ACT/SAT prep, and intensive reading/math support.

• Regular classroom walkthroughs and instructional feedback aligned to standards.
• Monitoring lesson plans and intervention schedules to ensure systematic, explicit instruction.
• Data chats with teachers, students, and families to track progress and adjust interventions.
• Collaboration with the School Leadership Team to evaluate the effectiveness of interventions and refine strategies as needed.

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.

School-Level Implementation of Assessment, Standards, and Instruction

In alignment with State Board Rule 6A-6.053, the school ensures that all students are taught through an evidence-based sequence of reading instruction. Principals monitor and support teachers to guarantee that instruction is systematic, explicit, and data-driven. Teachers use progress monitoring, classroom assessments, and statewide assessment data to design lessons that align with Florida’s B.E.S.T. Standards and address the individual needs of their students.
Embedded High-Quality RtI Process
The school implements a comprehensive Response to Intervention (RtI) framework that integrates both academic and behavioral support. RtI ensures that students identified as at risk of failure or retention receive targeted assistance. Data from progress monitoring tools (such as i-Ready, FAST, district benchmarks, and classroom-based assessments) are analyzed in grade-level PLCs and school-based leadership teams to identify struggling students early and provide immediate intervention.

• Tier 1: High-quality, standards-based instruction delivered to all students.
• Tier 2: Targeted small-group interventions for students demonstrating specific skill deficits.
• Tier 3: Intensive individualized instruction for students with persistent academic or behavioral challenges, often including support from specialists and interventionists.

• DT2 (Middle, 6–8): Uses reading and math progress monitoring data to determine placement in intensive reading/math courses, small-group remediation, or tutoring support. Interventions also address engagement strategies to reduce absenteeism and behavioral barriers to learning.
• DT3 (High School, 9–12): Uses credit accumulation, course failures, statewide assessments, and attendance data to identify students at risk of not graduating. Interventions include credit recovery, in-school tutoring, mentoring programs, ACT/SAT prep, and intensive reading/math support.

• Regular classroom walkthroughs and instructional feedback aligned to standards.
• Monitoring lesson plans and intervention schedules to ensure systematic, explicit instruction.
• Data chats with teachers, students, and families to track progress and adjust interventions.
• Collaboration with the School Leadership Team to evaluate the effectiveness of interventions and refine strategies as needed.

RtI Team Meeting Schedule