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.

Early Warning Indicators 2025-2026 SIP
In the 2025-2026 school year, we will be implementing intervention strategies for attendance, academic improvement, and behavior. Students will be targeted by grade level target students by grade level and identified subgroups which have been identified by the data and given more intensive support to close achievement gaps.
Last school year’s data (2024- 2025) showed the following early warning signs:

• 81% of students were absent 10% or more days (46% were 12^th graders, 25% were 11^th graders and 15% were middle schoolers)
• 30% of students had one or more suspensions( 31% were 12^th graders, 20% were 11^th graders and 28% were middle schoolers)
• 53% of students that failed  ELA were 8^th graders
• 52% of students that failed Math were also 8^th graders
• 21% of students who achieved a Level 1 in ELA State tests were 8^th graders
• 61% of students who achieved a Level 1 in Math State tests were also 8^th graders
• 38% of students had two or more indicators (20% of those with 2 or more indicators were 8^th graders and 50% were 12^th graders).

• Middle School Academy will offer weekly incentives to students who attend school, are punctual to class, with no referrals, in full uniform with IDs and display good citizenship – these are issued by their teachers and rewards given at the end of the week.
• We will continue with the mentoring program for both middle and high school students where mentors will check in with specific students (mentees) to monitor their academic progress and offer necessary support. Mentors will check in weekly with students and teachers on attendance, behavior and grades.
• Push ins and small group tutoring will be organized and executed by Literacy and Math coaches.

• Blended learning using digital tools and standards-based instruction has been shown to improve proficiency and learning gains. Middle School students will continue to have the opportunity to learn digitally based on the majority’s preference to utilize technology and digital programs. This increases engagement also aligned with diverse learning styles - visual, auditory and tactile. These strategies will be monitored by administration via classroom walkthroughs and observation. Standard-based instruction will be monitored by administrators who will ensure that lessons are being delivered with requisite rigor and effectiveness. Coaches will co-teach and give support where needed to students and teachers.
•  FAST PM 1 and 2 assessment scores will be disaggregated so that the data will drive instruction for individual students as well as subgroups for increased achievement by PM3.
• Chronic absenteeism prevents or delays students from accomplishing academic progress and learning gains. Retention rates seen in the data for 8th grade and 12th grade. The progress of 8th grade students for absenteeism will be monitored by weekly collaboration and check-ins with middle school students and support staff. Based on strategies from AttendanceWorks.org, students will be engaged by taking a positive approach that is focused on recognizing those with good to excellent attendance with the incentive program which offers reward and recognition for desired behaviors, including daily attendance. This will encourage good habits to continue from middle school into high school.
• By June 2026, weekly push ins and pull outs by Literacy and Math Coaches to  offering Test Prep as well as co-teach on standards that were demonstrated as needing improvement in Progress monitoring test feedback.   Extended learning opportunities will improve student engagement and accelerate progress toward graduation goals.
• WREC’s school-wide behavior plan promotes appropriate behavior. We will continue to monitor behavior and de-escalation during warning signs. Discouragement of class and test “skipping” and positive reinforcement for attending class, preparation for and showing up for testing will be implemented. IS provides students with restorative justice practices and encourages positive behavior, prior to students' return to scheduled classes. Students are also allowed a permitted "time out" in other classes to allow for de-escalation or avoidance of triggers. 
• Monthly celebrations of good traits through our  Kids of Character program will encourage students to display and practice desirable character traits consistently in the hallways, in the classroom, at lunch , with other teachers and staff members, at the bus loop and on school transport. September's character trait is "Cooperation" which is defined by "Working with others to accomplish a common purpose." Recognition of such desirable traits will honor the students who go above and beyond, to encourage behaviors opposite of those which can lead to referrals, internal and external suspension. This provides positive reinforcement for desirable behavior, rather than focus on punitive measures for undesirable behavior. 

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