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.

The school utilizes a comprehensive MTSS/RTI process to identify, intervene, and progress monitor students demonstrating early warning indicators related to attendance, behavior, course performance, and academic achievement. Current Early Warning System data indicate that 722 students demonstrate two or more indicators, with the greatest concentration occurring in grades 9 and 10. Therefore, intervention efforts prioritize early identification and prevention while providing increasingly intensive support based on individual student need.

Students identified through the Early Warning System are reviewed using multiple data sources, including attendance, course grades, statewide assessment performance, discipline data, progress-monitoring assessments, and credit accumulation. Grade-level and MTSS teams use these data to determine appropriate interventions and monitor student response.

Academic interventions include targeted small-group instruction, differentiated instruction, explicit and systematic literacy and mathematics support, reteaching of priority standards, progress monitoring, tutoring, and technology-supported intervention. Students demonstrating significant reading deficiencies and/or Level 1 performance receive targeted instruction based on identified skill deficits, with intervention adjusted according to progress-monitoring data.

Because chronic absenteeism represents the school's largest early warning indicator, attendance interventions include regular attendance-data reviews, identification of students approaching or exceeding the 10% absence threshold, student and parent outreach, attendance conferences, mentoring/check-ins, and individualized problem-solving to identify and address barriers to regular attendance.

Course-performance interventions include regular grade and credit monitoring, teacher and counselor referrals, academic conferences, tutoring/reteaching opportunities, credit recovery when appropriate, and targeted support for students failing ELA and mathematics. Particular emphasis is placed on grades 9 and 10, where the greatest concentration of students with multiple early warning indicators exists. Ninth-grade students receive additional transition and on-track monitoring designed to prevent early course failure and credit deficiencies.

Behavioral interventions include restorative and positive behavior supports, mentoring, counseling, student conferences, parent communication, and individualized interventions for students demonstrating repeated behavioral concerns. Behavioral, attendance, and academic data are considered collectively when determining student needs rather than treating each indicator in isolation.

Students demonstrating multiple indicators receive intensified case management through the MTSS process. Intervention effectiveness is reviewed regularly using progress-monitoring, attendance, discipline, grade, and assessment data. Students who do not demonstrate sufficient progress receive adjusted or intensified interventions. Seniors are additionally monitored for attendance, credit completion, graduation requirements, and opportunities for credit recovery to support on-time graduation.

Through this continuous cycle of early identification, targeted intervention, progress monitoring, and adjustment of supports, the school works to reduce the number of students demonstrating multiple early warning indicators and improve attendance, academic achievement, course completion, behavior, and graduation outcomes.

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