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.

Stranahan High School utilizes an Early Warning System (EWS) as part of its Multi-Tiered System of Supports (MTSS) to proactively identify students who are at risk of poor academic outcomes. The school regularly reviews attendance, academic performance, course failures, behavior, state assessment performance, and graduation readiness data to identify students requiring additional support. Based on 2025–2026 Early Warning Indicator data, chronic absenteeism and state assessment performance have been identified as priority areas for intervention during the 2026–2027 school year.

Chronic Absenteeism

Chronic absenteeism represents the most significant Early Warning Indicator for Stranahan High School. During the 2025–2026 school year, 699 of 1,111 students were absent 10% or more of school days. Because consistent attendance is essential for students to access Tier 1 instruction, interventions, and academic supports, the school will continue implementing a tiered attendance monitoring and intervention plan.

The Attendance Team, in collaboration with school administration, counselors, social workers, attendance personnel, and the MTSS team, will review attendance data on a regular basis to identify students demonstrating patterns of absenteeism. Daily and weekly attendance reports will be used to identify students approaching or exceeding early warning thresholds so that interventions can occur before attendance concerns become more severe.

Tier 1 attendance supports will include schoolwide communication of attendance expectations to students and families through parent meetings, newsletters, digital communication, and school-based messaging. The school will also use positive reinforcement and recognition to acknowledge students who demonstrate consistent or improved attendance.

Tier 2 supports will target students demonstrating emerging attendance concerns. These students will receive counselor, mentor, or attendance liaison check-ins, family outreach, and attendance conferences to identify barriers contributing to absences. Individual attendance goals and progress monitoring will be established as appropriate.

Tier 3 supports will be provided to students experiencing chronic or persistent absenteeism. These students may receive individualized attendance improvement plans, MTSS problem-solving meetings, family conferences, social work support, home visits when appropriate, referrals to community resources, and wraparound services designed to address barriers preventing regular school attendance.

Attendance data will be reviewed in conjunction with academic performance, course failures, behavior, and state assessment data. Students demonstrating multiple Early Warning Indicators will receive prioritized intervention and progress monitoring.

State Assessment and Academic Performance

State assessment performance is also a significant area of focus. During the 2025–2026 school year, 129 students were identified as Level 1 on the statewide ELA assessment and 146 students were identified as Level 1 on the statewide Math assessment. The largest concentrations of Level 1 students were found in grades 9 and 10. Additionally, 118 students experienced an ELA course failure and 57 experienced a Math course failure. These indicators will be used to identify students requiring targeted academic intervention.

In ELA/Reading, instructional supports will focus on increasing proficiency and ensuring students remain on track to meet graduation requirements. The school's 2026–2027 goal is for at least 55% of students in grades 9 and 10 to demonstrate proficiency at Level 3 or above on the Spring 2027 F.A.S.T. Reading PM3 assessment. The school will also work toward ensuring 100% of graduating seniors satisfy the ELA/Reading assessment requirement for graduation and reducing the number of juniors who have not satisfied the graduation reading requirement by at least 75%.

Teachers and instructional staff will use F.A.S.T. PM1, PM2, classroom assessments, formative assessments, and graduation readiness data to identify specific skill deficits and provide targeted support. Intervention strategies will include differentiated Tier 1 instruction, flexible small-group instruction, targeted reading interventions, remediation, tutoring, and extended learning opportunities. Student progress will be reviewed following assessment and progress-monitoring cycles, and interventions will be adjusted based on students' responses to instruction.

In Mathematics, interventions will focus on students enrolled in Algebra 1 and Geometry, particularly students identified through EWS data, students demonstrating low proficiency, and Students with Disabilities (SWD). The school's goal is to increase Math Learning Gains on the Algebra 1 and Geometry B.E.S.T. EOC assessments from 43% to 48% and increase the ESSA Federal Index for SWD students from 56% to 60% by May 2027.

Teachers will use formative assessment data, classroom performance, progress-monitoring data, and B.E.S.T. benchmark/EOC data to identify mathematical skill gaps. Students requiring additional assistance will receive targeted small-group instruction, differentiated instruction, remediation, tutoring, and strategic intervention based on identified needs. Particular attention will be given to monitoring the progress of SWD students and students who demonstrate multiple Early Warning Indicators.

Data-Based Decision Making and Progress Monitoring

To strengthen the effectiveness of these interventions, the Leadership Team will regularly provide staff with data regarding MTSS implementation fidelity and student outcomes. PLCs, department meetings, MTSS meetings, and data-review meetings will be used to examine attendance, academic performance, assessment results, course failures, behavior, and intervention progress.

Teachers and support staff will use these data to identify students by name and need, determine appropriate Tier 1, Tier 2, or Tier 3 supports, and monitor students' responses to interventions. Students who are not demonstrating adequate progress will receive adjusted or intensified supports based on the MTSS problem-solving process.

Professional learning will continue to support effective small-group instruction, differentiation, data analysis, and evidence-based instructional practices. Administrative walkthroughs, instructional coaching, PLC collaboration, and review of student work and assessment data will be used to monitor implementation fidelity and strengthen instructional practices.

Through the coordinated use of the Early Warning System and MTSS framework, Stranahan High School will connect attendance, behavior, academic, assessment, and graduation-readiness data to timely interventions. The school's emphasis will be on early identification, targeted academic support, consistent progress monitoring, family engagement, and adjustment of interventions based on student response. These strategies are designed to increase student attendance and engagement, improve ELA and Math achievement, reduce course failures, increase learning gains, and ensure students remain on track for graduation.

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