Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.
Department of Secondary Learning – English Language Arts Broward County Public Schools DT2-Middle (6-8) Identification/Intervention Decision Tree 2017-2018 The following charts are district recommendations for placement of secondary students into Intensive Reading (IR) for the 2017-18 academic year. The state of Florida no longer requires students who are Level 1 and 2 FSA (Florida Standards Assessment) to be placed into Intensive Reading; districts have the ability to make recommendations to schools, however, for placement of students who are reading and writing below grade level expectations. BCPS recommends that schools place FSA Level 1 and 2 students into IR in order to provide them instruction targeted to their needs and to prepare students to meet graduation and college & career readiness requirements. Different for the 2017-18 academic year is the recommendation to place students into a single block of reading based on their needs as evidenced by data. Schools should use FSA data as the first determinant to place Level 1 and 2 students into IR classes. Secondly, schools should use FAIR-FS (or Benchmark Assessment System, BAS, for Grade 6) Word Recognition and Reading Comprehension as secondary determinants to determine which level of the district-adopted curriculum to place students. For middle schools, this would be Level A, B or C of National Geographic Inside. For high schools, this would be either levels A, B, or C of National Geographic Edge. Both programs provide placement tests that recommend placement of students into the appropriate level. In both middle and high schools, teachers may use the Fundamentals level of Inside or Edge, along with supplemental resources, which they currently have, i.e. Inside Phonics, Just Words, Rewards, or Wilson to address student’s decoding needs. The district’s Curriculum Pathways for Inside and Edge, housed on the Secondary ELA SharePoint, provide reading teachers additional supplemental resources, aligned to the reading curriculum, to provide further differentiation, rigor and opportunities for students to read and research both independently and collaboratively to produce standards-based projects and Performance Tasks. Students who have not responded to a specific reading intervention with the initial intensity provided will receive personalized instruction to meet their needs. Parents will be notified about their child’s reading progress, as required in Section 1008.25, F.S., through a district Progress Monitoring Plan (PMP) and a customized FAIR-FS parent letter that provides progress monitoring of student data. In addition to using FSA and FAIR-FS data, schools may also use other student data available, such as DAR, Spelling Inventory, or programmatic Lexile levels. Literacy coach and teacher recommendations may also provide useful placement information. Students who enter the district without FSA or FAIR-FS scores may have other nationally normed test results for schools to consider for placement decisions. These students could also be administered the Inside or Edge placement tests or any of the other assessments mentioned above.