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.

Miramar High School uses the Early Warning Indicator data as a starting point for identifying students who need additional academic, attendance, behavioral, and social-emotional support. Our 2025–2026 data show that the most significant areas of concern are chronic absenteeism, students presenting with multiple indicators, suspensions, course failures, and students performing at Level 1 on statewide ELA and mathematics assessments. Specifically, 661 students were absent 10% or more of the school year, 574 students had two or more early warning indicators, 323 students had one or more suspensions, 164 students experienced an ELA course failure, 197 experienced a mathematics course failure, 174 students scored Level 1 in ELA, and 282 students scored Level 1 in mathematics. Because many students appear in more than one category, the school does not address these indicators in isolation; the goal is to identify the underlying barrier and provide the appropriate level of support.

Students identified through the Early Warning System are reviewed through Miramar’s MTSS/data-based problem-solving structures using multiple sources of information, including FAST progress-monitoring data, course grades, common and classroom formative assessments, attendance, discipline, intervention data, and other relevant student information. Administrators, counselors, instructional coaches, teachers, ESE/ESOL personnel, and the Collaborative Problem-Solving Team work together to determine whether the primary concern is related to skill development, instruction, attendance, behavior, engagement, or a combination of factors. This aligns with the SAM expectation that schools identify the problem, examine why the expected outcome is not occurring, implement an appropriate intervention, and evaluate the student’s response.

At Tier 1, Miramar focuses first on strengthening access to rigorous, standards-aligned instruction. Teachers use assessment results and PLC/data-chat structures to identify priority standards, reteach skills that students have not mastered, provide differentiated small-group instruction, and monitor student response. Particular attention is given to Lowest Quartile students and students demonstrating patterns of course failure or low performance. Instructional coaches support teachers through collaborative planning, modeling, analysis of student work and assessment data, and targeted coaching. Classroom walkthroughs are also used to monitor instructional implementation and determine where additional teacher or classroom support is needed. BCPS specifically identifies regular coaching cycles, PLCs/collaborative planning, ongoing walkthroughs, weekly formative assessments, and the Place-Plan-Monitor process as components of secondary literacy implementation.

For students with identified reading needs, Miramar follows the BCPS secondary Place-Plan-Monitor process. FAST/FAST Retake data are considered first; students who are below Level 3 may receive additional diagnostic assessment through MAP and the Code Placement Test to better distinguish language-comprehension needs from decoding needs. Students requiring supplemental comprehension and vocabulary support may receive Tier 2 intervention through Read 180, while students demonstrating significant decoding needs may receive more intensive Tier 3 support through The Code. Student response is monitored throughout the year, and interventions are continued, intensified, adjusted, or faded as students demonstrate progress. When the response is questionable or poor, the team uses the ICEL × RIOT framework to examine possible instructional, curriculum, environmental, and learner factors before determining next steps.

In mathematics and other content areas, students demonstrating course failure, Level 1 performance, or insufficient progress receive targeted reteaching, standards-based small-group support, progress monitoring, and additional intervention through the school’s MTSS/intervention process. Data chats following assessments are used to identify the specific standards or skills requiring support rather than simply assigning intervention based on an overall score.

Because attendance and behavior are significant early warning indicators for Miramar, academic intervention is paired with student-support interventions when appropriate. Students with chronic absenteeism, repeated disciplinary concerns, or multiple indicators may receive counselor and administrator check-ins, individualized family outreach, problem-solving around barriers to attendance and engagement, behavioral supports, and referrals to appropriate school or district resources. Students with two or more indicators receive particular attention so that academic, attendance, behavioral, ESE, ESOL, and graduation-related concerns can be addressed as one student profile rather than as separate issues.

The effectiveness of interventions is reviewed through ongoing progress monitoring. Students who respond positively continue with the appropriate support or are gradually returned to less intensive intervention; students who demonstrate inadequate progress are brought back through the problem-solving process so that the intervention, intensity, grouping, instructional strategy, or additional supports can be adjusted. This allows Miramar to use the Early Warning System not simply to identify students at risk, but to drive timely action and monitor whether those actions are improving student outcomes.

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