Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.
Pasadena Lakes Elementary follows the state of Florida’s Multi-Tiered Support System (MTSS) guidelines. A Collaborative Problem Solving Team (CPST) has been established, which includes the parent(s) of any student having academic problems, as well as the student’s teacher, the School Counselor, Curriculum Facilitator, Speech-Language Pathologist, ESE Specialist, Literacy Coach, School Social Worker, School Psychologist, Autism Coach/Behaviorist and both the Assistant Principal and Principal.
Any school staff member, or a student’s parent, may identify a student as having “academic difficulties.” Once identified, the teacher completes Tier 1 information in BASIS 3.0, and asks that the student be moved to Tier 2 for appropriate interventions. At that point, a number of baseline data is analyzed, including but not limited to, STAR and I-Ready diagnostics in Reading and/or Math, Diagnostic Assessment of Reading, Early Reading Diagnostic Assessment, FAIR scores (Gr. 4 and 5), etc. Once the problem has been identified and targeted, research-based programs are put into place, depending on the student’s subject-area(s) weakness. If the Tier 2 interventions, (which are implemented with fidelity), do not help the student progress, Tier 3 interventions, with an increase in frequency and duration, are put into place. Ongoing Progress Monitoring occurs throughout the process; parents are informed via conferences and CPST meetings.
ELA/Reading weaknesses are identified as Phonemic Awareness, Phonics, Vocabulary, Fluency, Listening and Speaking and Comprehension. Some of the programmatic interventions include: Phonemic Awareness in Young Children, Road to the Code, Recipe for Reading, Phonics for Reading, Elements of Vocabulary, Vocabulary Improvement Program, Great Leaps, Quick Reads, ELL Newcomers Kits, and CRISS strategies applied with leveled readers, using both literature and informational text.
Writing weaknesses often mirror reading weaknesses. Our teachers use a variety of writing techniques such as Writer’s Workshop, the Six Traits, academic notebooks and journal writing to help increase academic performance in writing. Technology such as Promethean Boards and websites including Study Island, STAR/AR, InSync, Starfall, Tumblebooks, Newslea and ReadWorks help our educators select reading material within a student’s Zone of Proximal Development.
Mathematics weaknesses are addressed through the use of Reflex Math, Study Island Math, MOBY Math, and GoMath Intervention resources, which include the heavy use of math manipulatives such as Base 10 Blocks, Tangrams, etc.
Intervention groups are formed through partnerships with Nova Southeastern University, who send trained college-aged tutors to our school to work one-on-one with our students needing Reading or Mathematics assistance. These America Reads/Counts tutors also work during Pasadena’s AfterCare program. Pasadena also pairs up with Flanagan High School, which provides tutoring from trained seniors to work with third graders reading a year below grade level. The program is a year-long commitment through the Barbara Bush foundation; data is collected and analyzed through pre and post assessments. Intervention groups have also been formed for students in grades 2-5. Our 4 specials teachers meet daily with push-in groups; the Literacy Coach pushes in for ELL support with our A1 and A2 ESOL students.