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.

Attendance – Students Absent 10% or More

• Family Engagement & Communication

  • Personalized phone calls, letters, and conferences with families to address barriers to attendance.

  • Collaboration with social workers and community agencies to support transportation, health, or family challenges.

• Attendance Contracts & Incentives

  • Implementation of attendance contracts for chronically absent students.

  • Incentive programs such as “Perfect Attendance” recognition, certificates, or classroom competitions.

• Monitoring

  • Daily attendance tracking with immediate follow-up on absences.

  • Tiered interventions: teacher outreach (Tier 1), counselor/social worker support (Tier 2), and home visits or district truancy referrals (Tier 3).

2. Behavior – Students with Suspensions

• Positive Behavior Interventions and Supports (PBIS)

  • Reinforcement of school-wide expectations through our SPBP (aligned with BRAVE/Bulldog values).

  • Positive behavior referrals and recognition systems.

• Restorative Practices

  • Conflict resolution circles, peer mediation, and restorative conferences with the school counselor to repair relationships.

• Targeted Counseling & Mentoring

  • Small group counseling for anger management, self-regulation, and social skills.

  • Assignment of mentors (teachers, staff, or community partners) for high-risk students.

• Progress Monitoring

  • Behavior plans developed with parents and reviewed biweekly by administrators and counselors.

3. Course Failures in ELA & Math

• Academic Interventions

  • Small group instruction during “WIN (What I Need) Block.”

  • Before/after-school tutoring and Saturday academies.

  • Push-in support from ESE, ESOL, and intervention teachers.

• Data-Driven Instruction

  • Weekly PLCs to analyze formative data and adjust instruction.

  • Frequent progress monitoring with corrective reteaching and quarterly student data chats..

• Parent Engagement

  • Parent conferences with intervention plans.

  • Home resources such as reading/math practice tools.

4. Students Scoring Level 1 on Statewide ELA/Math Assessments

• Tiered Instruction

  • Immediate placement into targeted intervention groups.

  • Use of research-based programs: UFLI & Walk to Read (primary grades),iReady & Progress Learning (intermediate grades).

• Intensive Reading & Math Support

  • Additional 30–45 minutes of daily intervention for Level 1 students.

  • Pull-out and push-in services provided by interventionists, coaches, and paraprofessionals.

• Extended Learning Opportunities

  • After-school enrichment programs focused on literacy and math skills.

5. Students with Multiple Risk Indicators

• Case Management Approach

  • Each student flagged with 2+ risk indicators is assigned to the Multi-Tiered System of Supports (MTSS) team with Ms. Chance.

  • Development of individualized intervention plans that address academics, behavior, and attendance simultaneously.

• Wraparound Services

  • Counseling, social services, and family support referrals.

  • Partnership with external agencies for mental health, mentoring, or tutoring.

• Progress Monitoring

  • Biweekly MTSS reviews with updates to interventions.

6. Students Retained or with Multiple Retentions

• Personalized Learning Plans (PLPs)

  • Tailored academic goals created in collaboration with teachers, families, and MTSS teams.

• Intensive Remediation

  • High-dosage tutoring (3+ times per week).

  • Additional support from reading specialists and math coaches.

• Parent Partnership

  • Frequent communication and strategies for at-home learning support.

PLC Meeting Schedule

RtI Team Meeting Schedule

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