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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.
Data review is the main indicator that informs our decision-making process. Challenger is using several assessments such as FAST Reading and Math, STAR Reading, iReady Inform,UFLI progress monitoring, the individualized BCPS Diagnostic, Benchmark Advanced Reading, and Envision Math. These assessments help us to determine qualification for Tier 2 and 3 interventions (indicated by Broward County Public School's K-12 Comprehensive Evidence-Based Reading Plan, and Reading Decision Chart's Guidance). Students meeting the criteria receive Tier 2 and Tier 3 strategies with their classroom teacher. Students new to the school are assessed immediately and are provided interventions as well. The 2026 FAST PM 3 Reading data shows that 76% of our 3rd grade students were proficient in Reading, which is higher than our 4th grade at 65% and our 5th grade at 66%. The 2026 FAST PM 3 Math data shows our 3rd graders at 67%, 4th graders at 74% and 5th graders at 68%.
Challenger follows the Broward County C.E.R.P. process using the Science of Reading steps One through 4 as well as the MTSS Flowchart to address student concerns. Students identified for Tier 2 reading support receive targeted intervention through Benchmark Advanced Interventions (K–5) as the primary intervention resource. To further support students, especially English Language Learners (ELLs), the school utilizes Imagine Learning, Heggerty, and UFLI. These evidence-based resources are designed to strengthen foundational literacy skills, including phonemic awareness, phonics, vocabulary, and reading comprehension, while providing additional support based on individual student needs.
Students requiring the most intensive level of reading support receive instruction through SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) as the primary intervention program. Additional resources include UFLI Phonics for phonics instruction, Quick Reads to build reading fluency, and Vocabulary Surge to strengthen vocabulary development. For English Language Learners, the school also provides support through Imagine Learning in combination with SIPPS, UFLI, Quick Reads, and Vocabulary Surge. These interventions are designed to address significant reading deficiencies and accelerate student progress through explicit, systematic, and individualized instruction. If there is a significant skills gap in Oral Language and/or the above interventions are not closing the skill gap, then Reading Horizons or S.P.I.R.E will be implemented. If no skill gap is indicated in those 5 areas of Reading, then intervention in Comprehension will occur if indicated as a skill gap. Benchmark Advanced interventions and Magentic Reading will be used to target a skill gap in Comprehension. Math is supported by several resources. Firstly, “enVision” is used as a Tier 1 resource. To address Tier 2 students who struggle with Math, the Math Diagnosis and Intervention System (MDIS) kit and SuccessMaker scripted intervention lessons are used. To address Tier 3 intervention and ESE students utilize "Moving with Math".
The final area requiring strategic planning and action is the number of students with chronic absenteeism. Last year's data indicates that 30% of students met these criteria. Our attendance clerk is the first point of contact who monitors attendance data and adherence to daily attendance procedures. Attendance team members engage the families of students who show a need for intervention. The school social worker tries to remove barriers by utilizing resources and outside agencies for support.
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