Teachers analyze assessment data to determine individual student needs and implement targeted interventions across the six areas of reading. Once a specific area of need has been identified, teachers utilize the Multi-Tiered System of Supports (MTSS) framework to select appropriate interventions aligned to each student's academic needs. Tier II interventions are documented in FOCUS and provide students with additional, intensive instructional support. Progress monitoring data is collected over a six-week period to evaluate student response to intervention. The Child Study/Problem-Solving Team (CPST) and Response to Intervention (RTI) team meet regularly to review student data and determine whether students are making adequate progress or require more intensive support.

Academic intervention strategies include small-group instruction with scaffolded support, differentiated learning centers, computer-assisted learning, one-on-one instruction, extended learning opportunities, interdisciplinary literacy integration, and Benchmark Advanced instructional resources. These interventions are designed to address individual learning gaps while promoting academic growth and achievement.

To address behavioral concerns, teachers implement classroom management strategies to support Tier I and Tier II behaviors. For students requiring additional behavioral support, resources beyond the classroom are utilized to reinforce positive behaviors and address areas of concern. Our schoolwide Positive Behavioral Interventions and Supports (PBIS) framework incorporates targeted lessons and intervention activities designed to promote positive behavior and strengthen social-emotional competencies. Mentoring programs, including the 5000 Role Models of Excellence Project and the Girls' Group, have also played a significant role in supporting students and addressing social-emotional challenges.

In addition, teachers provide rigorous Tier I instruction that mirrors the Gradual Release of Responsibility model to foster academic independence and self-sufficiency. Instructional practices include explicit modeling, interactive read-alouds, accountable talk, close reading activities, shared reading experiences, and purposeful writing opportunities to ensure all students engage in rigorous, standards-based learning. Teachers also differentiate instruction through visual, kinesthetic, and auditory learning modalities to meet the diverse needs of all learners and ensure equitable access to high-quality instruction.