Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.
Pines Lakes Elementary provides students with educational opportunities stemming from the Florida Standards (Math and Language Arts)/Next Generation Sunshine State Standards (Science). At PLE we use a variety of internal progress monitoring practices that align with grade level standards. With the help of and support of content area specialist coaches and resource teachers, we provide each grade level with a scope and sequence that allows the time to teach, assess, adjust methology based upon student preformace data, and reassess to ensure student understanding.
All students are exposed to the aforementioned tier 1 instructional program. However, teachers use interventions with students that are not meeting grade level expectations. Using a data driven approach, small group teacher led instruction is provided using research based materials and methodology. Results are graphed to allow the Response to Intervention (RtI) team to review each case with the teacher and parent. At meetings, all members are able to provide input to ensure the best plan is developed and monitored for each student. This process also occurs with behavior concerns.
To address literacy intervention at our school, our teachers employ a variety of programs and delivery techniques that are research-based that target specific deficiencies. Programs include the use of Fundations, Levelled Literacy Instruction (LLI), Phonics for Reading, Quickreads, and the i-Ready teacher toolbox. For mathematics, teachers have access to the i-Ready teacher toolbox, Touchmath, and the Go Math! adoption intervention books.
Behavioral intervention strategies are employed in the classroom and supported through our ESE specialist. Students use visual schedules, incremental time feedback systems, checklists, and social stories to help them to be successful academically.