Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.
Flamingo Elementary employs a variety of strategies to improve the academic performance of students identified by the Early Warning System. Instruction for all students is standards driven. Formative Assessment Data is collected monthly to determine that students are progressing toward school and District goals. Data is analyzed at monthly Professional Learning Communities PLC’s) and subsequent instruction is based on results. Spiraling and reteaching of FSA Standards are integral components in this process. Flamingo Elementary School teachers utilize differentiated centers, Thinking Maps, Brain Break Movement, flexible seating, and an array of modalities that would be considered consistent with Universal Design for Learning (UDL) principles.
For English Language Arts (ELA), Balanced Literacy (LAF's, Journeys, Guided Leveled Readers) is used for core curriculum. Scholastic Newsprint and Story Works are used for supplemental materials. Phonics for Reading, Write in Reader, Fundations, Wilson, and LLI in grades 1-2 are used for Intervention programs based on students' needs. In Math, Go Math is used for core curriculum. Front Row Math is used as supplemental material, and Ten Marks is used for fluency.
The Response to Intervention (RtI) process is used to identify and guarantee that students in danger of failure and/or retention are receiving assistance and support. Students who are experiencing difficulties with Tier 1 core instructions are referred to RtI. RtI meetings consist of the RtI Team (Administrator(s), Guidance Counselor, Literacy Coach, Math Coach, School Psychologist, et.al), teachers, and may include parents. The meetings are held every six weeks to determine progress toward standards mastery or lack thereof for referred students. Student progress is graphed. Once determined that students are still struggling, Tier 2 and or Tier 3 interventions are implemented based on deficits. RtI follow-up meetings are held, and if progress is being made interventions continue. If progress is not being made interventions may be changed or the RtI Team may recommend that the students be referred for evaluation. In addition to RtI, students who do not meet quarterly progress monitoring criteria are placed on a Progress Monitoring Plan (PMP) for Reading and/or Math.
An analysis of Early Warning Indicators from school years 2015 to 2016 showed a slight increase in percentages of students at FSA Leve1. Percentages are as follows: 20.50%; 26.10%; 21.30% - Grades 3, 4, 5 respectively, 2015-2016 as compared to 30.40%; 28.40%; 24.50% - Grades 3, 4, 5 respectively, 2016-2017. To address this, FSA Level 1 students in English Language Arts (ELA) and/or Math and those students who present with two or more Early Warning Indicators are identified and monitored closely to ensure their improved school performance though targeted interventions.
To recapitulate, Flamingo Elementary School strives to improve the academic performance of students identified in the Early Warning System through timely identification, routine implementation of the aforementioned academic interventions, and frequent progress monitoring.