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.

ESSA Subgroup (Multi-Racial Students)
Stranahan High School utilizes an Early Warning System (EWS) as a proactive, data-driven approach to identify and support students who are at risk of falling behind academically, socially, or behaviorally. The EWS integrates real-time student data—such as attendance, academic performance, behavior incidents, and subgroup performance—to ensure timely intervention and support.

During the 2024–2025 school year, Stranahan identified a key area of concern: the multiracial subgroup, which scored 40% on the federal index, falling below the 41% federal threshold. As this directly impacts the school’s accountability rating and, more importantly, student achievement and equity, the subgroup has become a critical Area of Focus for the 2025–2026 academic year.

The school’s EWS is now configured to flag students in the multiracial subgroup and monitor them for key early warning signs, particularly in attendance, academic performance in core content areas, and behavioral referrals. By triangulating this data, staff are able to identify root causes, apply targeted supports, and monitor progress in a timely manner.

To address the identified gap, Stranahan is implementing a tiered, evidence-based intervention plan rooted in targeted small group instruction and real-time data monitoring. Students in the multiracial subgroup will be identified by name and flagged in the student information system. Teachers across all tested areas will be made aware of the students and will use formative assessment data to monitor academic performance. After each formative assessment cycle, students will receive timely remediation through tutoring, strategic intervention groups, and differentiated instruction. These supports will occur both during the school day and in extended learning opportunities.

Additionally, Stranahan is implementing a professional development initiative focused on Effective Small Group Instruction, aligned to Tier 1–3 evidence-based practices. Teachers will receive training on how to analyze student data, create flexible student groups, and implement higher-order thinking strategies. PLCs (Professional Learning Communities) will engage in reflective practices to share student progress, adjust instruction, and ensure fidelity of implementation. Walkthroughs, coaching cycles, and video reflections will support ongoing teacher growth and consistency of practice.

Attendance monitoring is another critical component of the EWS. Stranahan has observed a pattern of truancy among targeted students, including members of the multiracial subgroup. The school will utilize daily attendance alerts, outreach from school counselors and social workers, and home visits when necessary to engage families and remove barriers to consistent attendance. Students flagged for chronic absenteeism will be referred to multi-tiered support teams (MTSS) for individualized intervention planning.

The measurable outcome tied to this EWS focus is to increase the multiracial subgroup’s federal index score from 40% to 41% or higher by June 2026, as measured by state assessment proficiency. The Assistant Principals, Curriculum Coach, and instructional staff will collaboratively monitor student progress and implement necessary course corrections throughout the year.

Through this focused Early Warning System approach—supported by targeted instruction, professional learning, and collaborative data analysis—Stranahan High School is taking strategic and equitable steps to ensure every student is supported and positioned for success.
 

Stranahan High School has identified chronic absenteeism as a key area of focus for the 2025–2026 school year. At the end of the 2024–2025 school year, 34% of students were classified as chronically absent, a number that significantly impacts student achievement, school culture, and overall accountability outcomes. Chronic absenteeism often serves as an early warning indicator of academic struggles, disengagement, and risk of dropout. Addressing it proactively is essential for supporting student success across all grade levels.

The rationale for selecting attendance as an area of focus stems from the direct correlation between consistent school attendance and academic achievement. Students who attend school regularly are more likely to read on grade level, graduate on time, and build stronger social-emotional skills. Conversely, students who are chronically absent are less likely to succeed academically and more likely to fall behind their peers. For this reason, Stranahan is committed to reducing the chronic absenteeism rate by at least 1% by June 2026, as measured by quarterly attendance data and end-of-year Early Warning Systems reports.

Monitoring and Implementation

To achieve this measurable outcome, Stranahan High School has developed a comprehensive and multi-tiered attendance intervention plan, rooted in consistent monitoring, proactive outreach, and school-wide culture-building.

Daily and weekly attendance reports will be reviewed by the Attendance Team, led by Assistant Principal Brooke Smith, with support from school counselors and attendance liaisons. Monitoring will focus on identifying trends, flagging students at risk, and coordinating timely interventions. By tracking attendance patterns throughout the year—not just at the end—staff will be able to implement responsive supports that address barriers before they become chronic.

Ongoing monitoring will directly impact student achievement by ensuring students remain engaged, supported, and present for instruction. In addition to real-time data tracking, the school will implement a tiered intervention framework designed to support students based on the severity of their attendance challenges.
Evidence-Based Intervention and Rationale

Stranahan will implement a Tiered Attendance Intervention System that includes universal prevention strategies, targeted early interventions, and intensive individualized supports. This multi-tiered approach is supported by Tier 1 and Tier 2 evidence-based practices, ensuring strategies are research-informed and aligned with the Every Student Succeeds Act (ESSA) guidelines.

Tier 1 (Universal Supports):

• All students and families will receive clear communication about attendance expectations and the importance of regular school attendance.

• Attendance expectations will be reinforced through parent nights, newsletters, and digital communication platforms.

Tier 2 (At-Risk Students):

• Students identified with attendance between 5–9% absenteeism will receive early intervention through check-ins with counselors, attendance liaisons, or assigned mentors.

• Meetings with families will be held to identify challenges and develop early intervention plans.

Tier 3 (Chronically Absent Students):

• Students with 10% or more absenteeism will be placed on individualized attendance improvement plans.

• Family conferences will be held to provide wraparound services, referrals to community resources, and additional support as needed.

In addition to these supports, the school is committed to building a strong, positive culture of attendance by recognizing and celebrating students who show improvement or maintain consistent attendance.
Positive Reinforcement Strategies

To foster a sense of belonging and motivation, Stranahan High School will implement a recognition and reward system that highlights students with strong or improved attendance. Actions include:

• Monthly and quarterly celebrations for students with perfect attendance or significant improvement.

• Certificates, school store points, public recognition, and small prizes.

• Features in school newsletters, social media spotlights, and morning announcements.

By spotlighting success and celebrating progress, the school aims to shift the narrative around attendance from punitive to positive, reinforcing the belief that every day matters.

Improving attendance is a foundational step toward boosting student engagement, academic achievement, and long-term success. Through strategic monitoring, evidence-based interventions, and intentional culture-building, Stranahan High School is committed to reducing chronic absenteeism and fostering a school climate where every student is present, supported, and inspired to succeed.

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