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.

1. Student data is used to identify incoming ninth-grade students who fall within the lowest academic quartile. These students are strategically scheduled with our most highly effective teachers who demonstrate strong social-emotional learning (SEL) practices in core content areas, including English 1, Algebra 1 (double-blocked), and Intensive Reading. Through the Bengal Academy of Excellence, identified students, including students with disabilities (ESE), receive targeted monitoring and support focused on academic performance, attendance, and behavior.

For the 2026-2027 school year, the Bengal Academy of Excellence has been reimagined to provide a more comprehensive system of support. The program is designed to strengthen student achievement through targeted academic interventions, enhanced social-emotional learning opportunities, and intentional development of self-advocacy skills. A key focus of the program is empowering students to take ownership of their learning, recognize and communicate their needs, and develop the habits necessary for long-term academic success.


2. The Biology Department uses data from a district Biology Common Formative Assessment (CFAs), designed to mirror the rigor and content of the Biology EOC, to identify Level 2 students who are on the cusp of proficiency. These students, often referred to as "bubble students," are selected for targeted support provided they demonstrate consistent attendance and appropriate behavior. During Study Hall, identified students participate in focused remediation and enrichment sessions designed to address specific learning gaps, strengthen content mastery, and increase their likelihood of achieving proficiency on the Biology EOC.

The U.S. History and Biology PLCs will collaborate to identify and implement effective strategies for supporting core students who scored Level 1 on the Reading FAST assessment. The goal of this collaboration is to leverage the success of U.S. History teachers in helping core students achieve proficiency on the U.S. History EOC by sharing instructional and student engagement practices with Biology teachers. Through this partnership, teachers will examine successful approaches to increasing student participation, motivation, and achievement, with the ultimate objective of improving core student performance on the Biology EOC.


3. To address the academic needs of our English Language Learners (ELLs), an ELL Professional Learning Community (PLC) has been established for the 2026-2027 school year. The PLC will focus on identifying and implementing effective instructional strategies, language supports, and engagement practices that promote academic success for ELL students across all content areas.

Analysis of 2026 student performance data indicates that ELL students are underperforming on state assessments in multiple subject areas. Additionally, ELL students experience lower course pass rates when compared to their non-ELL peers. In response, the PLC will collaborate to strengthen Tier 1 instruction, increase access to grade-level content, and ensure the consistent implementation of evidence-based practices that support language acquisition and academic achievement. The ultimate goal is to improve student outcomes, close achievement gaps, and increase both course success and proficiency on state assessments for ELL students.
 

PLC Meeting Schedule

RtI Team Meeting Schedule

SAC Upload Center