To ensure that all students have the opportunity to succeed academically, targeted interventions have been implemented for those performing below proficiency in core subject areas, specifically Reading and Math. These supports are designed to provide intensive instruction, extended learning opportunities, and credit recovery options to help students meet grade-level expectations and graduation requirements.

Students who are deficient in Math and performing below grade level will receive a double-dosed Math class, meaning they will be scheduled for Math instruction every day. This consistent exposure is intended to reinforce foundational skills and improve overall performance. Similarly, students in 9th and 10th grade who are below proficiency in Reading are placed in Intensive Reading classes. These classes feature reduced student-to-teacher ratios, allowing for more effective small group instruction and individualized support.

For students in 11th and 12th grade who remain below proficiency in Reading and have not yet met their reading graduation requirement, a double-dosed Reading schedule is implemented. This ensures that these students receive the necessary instructional time to make progress toward meeting their academic goals.

In addition to daily instruction, all students are given the opportunity to participate in extended learning programs in Reading, Math, U.S. History, and Biology. These sessions are offered after school and on Saturdays to provide additional instructional time outside of the regular school day. Targeted in-school pullouts are also conducted to support students who are deficient in Reading and Math. These pullouts allow for focused, small-group instruction during the school day, tailored to the specific needs of each student.

Students who have failed to earn credits in core subject areas are provided the opportunity to recover their coursework through Edmentum, an online learning platform. This program allows students to work at their own pace to regain lost credits and stay on track for graduation.

Student placement in intervention programs is determined based on assessment data, academic performance, and teacher recommendations. Progress is monitored regularly to ensure the effectiveness of these interventions and to make adjustments as needed.