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.

The school employs a comprehensive, data-driven intervention system to address the academic and behavioral needs of students identified through the Early Warning System (EWS). During the 2025–2026 school year, 672 students had two or more EWS indicators, requiring targeted monitoring and intervention. The school prioritizes students experiencing chronic absenteeism, course failures, low state assessment performance, suspensions, and repeated retention.

Academic interventions include targeted small-group instruction, standards-based remediation, progress monitoring, tutoring, and differentiated instruction in English Language Arts and mathematics. Students identified as Level 1 on statewide assessments or experiencing course failures are provided additional academic support through intervention courses, teacher-led tutoring, instructional coaching, and targeted academic supports. The school also utilizes ICAN virtual tutoring and Bulldog Boost, an after-school intervention program providing support in Mathematics, Biology, Literacy, and U.S. History. Students identified as academic “bubble” students and those demonstrating significant learning gaps are intentionally targeted for additional instructional support and progress monitoring.

The school also addresses the strong connection between attendance and academic achievement. With 1,239 students absent 10% or more of the school year, the school implements attendance monitoring, parent communication, attendance interventions, and the “Beat the Bell for Success” initiative, which emphasizes being present and on time every day and every class. The school monitors attendance by grade level and recognizes students demonstrating improved and exemplary attendance.

Behavioral concerns are addressed through Positive Behavioral Interventions and Supports, restorative practices, counseling, administrative interventions, and increased adult monitoring. With 441 students receiving one or more suspensions, the school works to identify the underlying causes of disciplinary referrals and connect students with appropriate supports while reinforcing the school’s behavioral expectations and Bulldog culture.

For students demonstrating multiple risk factors, intervention efforts are coordinated among teachers, Professional Learning Communities (PLCs), instructional leaders, counselors, administrators, families, and support personnel. Student data are regularly reviewed to identify trends, monitor progress, and adjust interventions. Students with multiple EWS indicators receive more intensive and individualized support, while students with fewer indicators receive early intervention designed to prevent additional risk factors from developing.

Overall, the school's approach moves beyond simply identifying students at risk. The EWS data are used to identify specific barriers, provide targeted academic and behavioral interventions, monitor student progress, engage families, and celebrate improvement. This multi-tiered approach is designed to ensure that students who are struggling academically, chronically absent, experiencing behavioral challenges, or demonstrating low performance on statewide assessments receive timely support and meaningful opportunities to improve their academic outcomes.

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