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.

To improve the academic performance of students identified by the Early Warning System (EWS), the following strategies are employed:

1. Data-Driven Instruction
Specific attention will be given to five (5) students  that were level 1 and the statewide ELA and Math Assesment.  ELA students have been added to our Intensive Reading class for the Fall 2026 schedule.
Teachers use data from assessments such as FAST PM1, MAP testing, and classroom performance to identify students in need of academic intervention. This data informs targeted teaching strategies aimed at addressing specific learning gaps.

2. Small Group Instruction and Pull-Out Sessions
Identified students receive additional support through small group instruction or pull-out sessions. Pull-out sessions focus on helping students  fulfill their ELA graduation requirement, with scheduled sessions twice a week.

3. Differentiated Instruction
Teachers adjust the level of difficulty, materials, and teaching methods in the classroom to cater to diverse learning needs. This helps ensure that struggling students receive tailored support while high-achieving students are challenged appropriately.

4. After-School Tutoring or Enrichment Programs
McFatter provides tutoring sessions and academic enrichment after school, targeting core areas such as reading and math. This often includes individualized attention for students who are identified as at risk.
The tweleve (12) students that failed their Math course are enrolled or will complete credit recovery during the 2026-27 school year as well as the nine (9) studends  in ELA.

5. Behavioral and Social-Emotional Interventions
Integrate social-emotional learning (SEL) and behavioral support for students who struggle with discipline or emotional issues that may affect their academic performance. This includes counseling, behavior modification plans, and/or peer mentoring programs.

6. Attendance goals will continue to be shared with students and staff.  Seniors must have less than 10% days absent to participate in End of Year Senior activies (ie. Grad Bash, Prom). Attendance recognition activities will take place each quarter.

 

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