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.

At Ramblewood Middle School (RMS), ensuring that students have the academic, behavioral, and social-emotional skills needed to be successful citizens remains a top priority. With a total enrollment of 1,026 students, many students thrive independently, while others require additional support to overcome challenges related to attendance, behavior, and academic achievement. To address these needs, RMS uses a variety of intervention strategies designed to meet students where they are and provide targeted support for growth. These interventions focus on improving academic performance while also addressing factors that may impact student success, including attendance, behavior, and social-emotional well-being. The data indicate that 192 students have two or more early warning indicators, making continued monitoring and intervention especially important for this group.

One of the key academic supports offered at RMS is CARE Wednesdays, held weekly from 8:25–9:00 a.m., where students can receive free tutoring from their teachers before the school day begins. Students use this time to review missed assignments, retake assessments, receive reteaching, and strengthen skills in areas where they experience difficulty. Teachers provide individualized support and use student performance data to identify specific standards and skills requiring additional instruction. RMS also provides Tier 2 and Tier 3 interventions, targeted small-group instruction, reteaching, progress monitoring, and additional support from reading and literacy coaches. Students identified through the early warning system, including the 107 students who scored Level 1 on the statewide ELA assessment and 81 students who scored Level 1 in Math, receive targeted academic support. Research-based resources and digital programs, including The Comprehension, The Code, and IXL, are used to reinforce foundational skills and provide additional opportunities for practice.

Attendance and behavior continue to be important areas of focus which includes, 303 students missed 10% or more of school days, and 174 students experienced one or more suspensions. RMS monitors attendance data, communicates with families, and develops individualized support plans when students demonstrate patterns of chronic absenteeism. The school also works with families to identify and address barriers that may prevent students from attending consistently. Ramblewood Middle School uses Fun Friday activities, rewards, and incentives to recognize students for positive behavior, academic growth, improved attendance, and meeting school expectations. Celebrations include grade-level outdoor activities with a variety of snacks and beverages, providing positive reinforcement and encouraging continued engagement and effort. In addition, RMS implements social-emotional learning (SEL), restorative practices, and conflict-resolution strategies. Comfy Corners at each grade level provide students with an opportunity to briefly regulate their emotions before returning to instruction, helping reduce barriers to learning and promoting a positive school climate.

Overall, RMS uses a multi-tiered, data-driven approach to address the needs of students identified by the early warning system. Students with multiple indicators receive individualized support, progress monitoring, family communication, and coordination among teachers, counselors, and other school-based personnel. The 34 students who have been retained two or more times receive continued academic monitoring and targeted interventions to prevent further academic setbacks. By combining tutoring, targeted academic instruction, attendance monitoring, behavioral supports, SEL strategies, positive incentives, family engagement, and progress monitoring, RMS works to remove barriers to learning and provide students with the support necessary to improve academic performance, remain engaged in school, and empower every student to achieve success.

PLC Meeting Schedule

RtI Team Meeting Schedule

SAC Upload Center

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.

At Ramblewood Middle School (RMS), ensuring that students have the academic, behavioral, and social-emotional skills needed to be successful citizens remains a top priority. With a total enrollment of 1,026 students, many students thrive independently, while others require additional support to overcome challenges related to attendance, behavior, and academic achievement. To address these needs, RMS uses a variety of intervention strategies designed to meet students where they are and provide targeted support for growth. These interventions focus on improving academic performance while also addressing factors that may impact student success, including attendance, behavior, and social-emotional well-being. The data indicate that 192 students have two or more early warning indicators, making continued monitoring and intervention especially important for this group.

One of the key academic supports offered at RMS is CARE Wednesdays, held weekly from 8:25–9:00 a.m., where students can receive free tutoring from their teachers before the school day begins. Students use this time to review missed assignments, retake assessments, receive reteaching, and strengthen skills in areas where they experience difficulty. Teachers provide individualized support and use student performance data to identify specific standards and skills requiring additional instruction. RMS also provides Tier 2 and Tier 3 interventions, targeted small-group instruction, reteaching, progress monitoring, and additional support from reading and literacy coaches. Students identified through the early warning system, including the 107 students who scored Level 1 on the statewide ELA assessment and 81 students who scored Level 1 in Math, receive targeted academic support. Research-based resources and digital programs, including The Comprehension, The Code, and IXL, are used to reinforce foundational skills and provide additional opportunities for practice.

Attendance and behavior continue to be important areas of focus which includes, 303 students missed 10% or more of school days, and 174 students experienced one or more suspensions. RMS monitors attendance data, communicates with families, and develops individualized support plans when students demonstrate patterns of chronic absenteeism. The school also works with families to identify and address barriers that may prevent students from attending consistently. Ramblewood Middle School uses Fun Friday activities, rewards, and incentives to recognize students for positive behavior, academic growth, improved attendance, and meeting school expectations. Celebrations include grade-level outdoor activities with a variety of snacks and beverages, providing positive reinforcement and encouraging continued engagement and effort. In addition, RMS implements social-emotional learning (SEL), restorative practices, and conflict-resolution strategies. Comfy Corners at each grade level provide students with an opportunity to briefly regulate their emotions before returning to instruction, helping reduce barriers to learning and promoting a positive school climate.

Overall, RMS uses a multi-tiered, data-driven approach to address the needs of students identified by the early warning system. Students with multiple indicators receive individualized support, progress monitoring, family communication, and coordination among teachers, counselors, and other school-based personnel. The 34 students who have been retained two or more times receive continued academic monitoring and targeted interventions to prevent further academic setbacks. By combining tutoring, targeted academic instruction, attendance monitoring, behavioral supports, SEL strategies, positive incentives, family engagement, and progress monitoring, RMS works to remove barriers to learning and provide students with the support necessary to improve academic performance, remain engaged in school, and empower every student to achieve success.

PLC Meeting Schedule

RtI Team Meeting Schedule

SAC Upload Center

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.

At Ramblewood Middle School (RMS), ensuring that students have the academic, behavioral, and social-emotional skills needed to be successful citizens remains a top priority. With a total enrollment of 1,026 students, many students thrive independently, while others require additional support to overcome challenges related to attendance, behavior, and academic achievement. To address these needs, RMS uses a variety of intervention strategies designed to meet students where they are and provide targeted support for growth. These interventions focus on improving academic performance while also addressing factors that may impact student success, including attendance, behavior, and social-emotional well-being. The data indicate that 192 students have two or more early warning indicators, making continued monitoring and intervention especially important for this group.

One of the key academic supports offered at RMS is CARE Wednesdays, held weekly from 8:25–9:00 a.m., where students can receive free tutoring from their teachers before the school day begins. Students use this time to review missed assignments, retake assessments, receive reteaching, and strengthen skills in areas where they experience difficulty. Teachers provide individualized support and use student performance data to identify specific standards and skills requiring additional instruction. RMS also provides Tier 2 and Tier 3 interventions, targeted small-group instruction, reteaching, progress monitoring, and additional support from reading and literacy coaches. Students identified through the early warning system, including the 107 students who scored Level 1 on the statewide ELA assessment and 81 students who scored Level 1 in Math, receive targeted academic support. Research-based resources and digital programs, including The Comprehension, The Code, and IXL, are used to reinforce foundational skills and provide additional opportunities for practice.

Attendance and behavior continue to be important areas of focus which includes, 303 students missed 10% or more of school days, and 174 students experienced one or more suspensions. RMS monitors attendance data, communicates with families, and develops individualized support plans when students demonstrate patterns of chronic absenteeism. The school also works with families to identify and address barriers that may prevent students from attending consistently. Ramblewood Middle School uses Fun Friday activities, rewards, and incentives to recognize students for positive behavior, academic growth, improved attendance, and meeting school expectations. Celebrations include grade-level outdoor activities with a variety of snacks and beverages, providing positive reinforcement and encouraging continued engagement and effort. In addition, RMS implements social-emotional learning (SEL), restorative practices, and conflict-resolution strategies. Comfy Corners at each grade level provide students with an opportunity to briefly regulate their emotions before returning to instruction, helping reduce barriers to learning and promoting a positive school climate.

Overall, RMS uses a multi-tiered, data-driven approach to address the needs of students identified by the early warning system. Students with multiple indicators receive individualized support, progress monitoring, family communication, and coordination among teachers, counselors, and other school-based personnel. The 34 students who have been retained two or more times receive continued academic monitoring and targeted interventions to prevent further academic setbacks. By combining tutoring, targeted academic instruction, attendance monitoring, behavioral supports, SEL strategies, positive incentives, family engagement, and progress monitoring, RMS works to remove barriers to learning and provide students with the support necessary to improve academic performance, remain engaged in school, and empower every student to achieve success.

PLC Meeting Schedule

RtI Team Meeting Schedule

SAC Upload Center

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.

At Ramblewood Middle School (RMS), ensuring that students have the academic, behavioral, and social-emotional skills needed to be successful citizens remains a top priority. With a total enrollment of 1,026 students, many students thrive independently, while others require additional support to overcome challenges related to attendance, behavior, and academic achievement. To address these needs, RMS uses a variety of intervention strategies designed to meet students where they are and provide targeted support for growth. These interventions focus on improving academic performance while also addressing factors that may impact student success, including attendance, behavior, and social-emotional well-being. The data indicate that 192 students have two or more early warning indicators, making continued monitoring and intervention especially important for this group.

One of the key academic supports offered at RMS is CARE Wednesdays, held weekly from 8:25–9:00 a.m., where students can receive free tutoring from their teachers before the school day begins. Students use this time to review missed assignments, retake assessments, receive reteaching, and strengthen skills in areas where they experience difficulty. Teachers provide individualized support and use student performance data to identify specific standards and skills requiring additional instruction. RMS also provides Tier 2 and Tier 3 interventions, targeted small-group instruction, reteaching, progress monitoring, and additional support from reading and literacy coaches. Students identified through the early warning system, including the 107 students who scored Level 1 on the statewide ELA assessment and 81 students who scored Level 1 in Math, receive targeted academic support. Research-based resources and digital programs, including The Comprehension, The Code, and IXL, are used to reinforce foundational skills and provide additional opportunities for practice.

Attendance and behavior continue to be important areas of focus which includes, 303 students missed 10% or more of school days, and 174 students experienced one or more suspensions. RMS monitors attendance data, communicates with families, and develops individualized support plans when students demonstrate patterns of chronic absenteeism. The school also works with families to identify and address barriers that may prevent students from attending consistently. Ramblewood Middle School uses Fun Friday activities, rewards, and incentives to recognize students for positive behavior, academic growth, improved attendance, and meeting school expectations. Celebrations include grade-level outdoor activities with a variety of snacks and beverages, providing positive reinforcement and encouraging continued engagement and effort. In addition, RMS implements social-emotional learning (SEL), restorative practices, and conflict-resolution strategies. Comfy Corners at each grade level provide students with an opportunity to briefly regulate their emotions before returning to instruction, helping reduce barriers to learning and promoting a positive school climate.

Overall, RMS uses a multi-tiered, data-driven approach to address the needs of students identified by the early warning system. Students with multiple indicators receive individualized support, progress monitoring, family communication, and coordination among teachers, counselors, and other school-based personnel. The 34 students who have been retained two or more times receive continued academic monitoring and targeted interventions to prevent further academic setbacks. By combining tutoring, targeted academic instruction, attendance monitoring, behavioral supports, SEL strategies, positive incentives, family engagement, and progress monitoring, RMS works to remove barriers to learning and provide students with the support necessary to improve academic performance, remain engaged in school, and empower every student to achieve success.

PLC Meeting Schedule

RtI Team Meeting Schedule

SAC Upload Center

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.

At Ramblewood Middle School (RMS), ensuring that students have the academic, behavioral, and social-emotional skills needed to be successful citizens remains a top priority. With a total enrollment of 1,026 students, many students thrive independently, while others require additional support to overcome challenges related to attendance, behavior, and academic achievement. To address these needs, RMS uses a variety of intervention strategies designed to meet students where they are and provide targeted support for growth. These interventions focus on improving academic performance while also addressing factors that may impact student success, including attendance, behavior, and social-emotional well-being. The data indicate that 192 students have two or more early warning indicators, making continued monitoring and intervention especially important for this group.

One of the key academic supports offered at RMS is CARE Wednesdays, held weekly from 8:25–9:00 a.m., where students can receive free tutoring from their teachers before the school day begins. Students use this time to review missed assignments, retake assessments, receive reteaching, and strengthen skills in areas where they experience difficulty. Teachers provide individualized support and use student performance data to identify specific standards and skills requiring additional instruction. RMS also provides Tier 2 and Tier 3 interventions, targeted small-group instruction, reteaching, progress monitoring, and additional support from reading and literacy coaches. Students identified through the early warning system, including the 107 students who scored Level 1 on the statewide ELA assessment and 81 students who scored Level 1 in Math, receive targeted academic support. Research-based resources and digital programs, including The Comprehension, The Code, and IXL, are used to reinforce foundational skills and provide additional opportunities for practice.

Attendance and behavior continue to be important areas of focus which includes, 303 students missed 10% or more of school days, and 174 students experienced one or more suspensions. RMS monitors attendance data, communicates with families, and develops individualized support plans when students demonstrate patterns of chronic absenteeism. The school also works with families to identify and address barriers that may prevent students from attending consistently. Ramblewood Middle School uses Fun Friday activities, rewards, and incentives to recognize students for positive behavior, academic growth, improved attendance, and meeting school expectations. Celebrations include grade-level outdoor activities with a variety of snacks and beverages, providing positive reinforcement and encouraging continued engagement and effort. In addition, RMS implements social-emotional learning (SEL), restorative practices, and conflict-resolution strategies. Comfy Corners at each grade level provide students with an opportunity to briefly regulate their emotions before returning to instruction, helping reduce barriers to learning and promoting a positive school climate.

Overall, RMS uses a multi-tiered, data-driven approach to address the needs of students identified by the early warning system. Students with multiple indicators receive individualized support, progress monitoring, family communication, and coordination among teachers, counselors, and other school-based personnel. The 34 students who have been retained two or more times receive continued academic monitoring and targeted interventions to prevent further academic setbacks. By combining tutoring, targeted academic instruction, attendance monitoring, behavioral supports, SEL strategies, positive incentives, family engagement, and progress monitoring, RMS works to remove barriers to learning and provide students with the support necessary to improve academic performance, remain engaged in school, and empower every student to achieve success.

PLC Meeting Schedule

RtI Team Meeting Schedule

SAC Upload Center

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.

At Ramblewood Middle School (RMS), ensuring that students have the academic, behavioral, and social-emotional skills needed to be successful citizens remains a top priority. With a total enrollment of 1,026 students, many students thrive independently, while others require additional support to overcome challenges related to attendance, behavior, and academic achievement. To address these needs, RMS uses a variety of intervention strategies designed to meet students where they are and provide targeted support for growth. These interventions focus on improving academic performance while also addressing factors that may impact student success, including attendance, behavior, and social-emotional well-being. The data indicate that 192 students have two or more early warning indicators, making continued monitoring and intervention especially important for this group.

One of the key academic supports offered at RMS is CARE Wednesdays, held weekly from 8:25–9:00 a.m., where students can receive free tutoring from their teachers before the school day begins. Students use this time to review missed assignments, retake assessments, receive reteaching, and strengthen skills in areas where they experience difficulty. Teachers provide individualized support and use student performance data to identify specific standards and skills requiring additional instruction. RMS also provides Tier 2 and Tier 3 interventions, targeted small-group instruction, reteaching, progress monitoring, and additional support from reading and literacy coaches. Students identified through the early warning system, including the 107 students who scored Level 1 on the statewide ELA assessment and 81 students who scored Level 1 in Math, receive targeted academic support. Research-based resources and digital programs, including The Comprehension, The Code, and IXL, are used to reinforce foundational skills and provide additional opportunities for practice.

Attendance and behavior continue to be important areas of focus which includes, 303 students missed 10% or more of school days, and 174 students experienced one or more suspensions. RMS monitors attendance data, communicates with families, and develops individualized support plans when students demonstrate patterns of chronic absenteeism. The school also works with families to identify and address barriers that may prevent students from attending consistently. Ramblewood Middle School uses Fun Friday activities, rewards, and incentives to recognize students for positive behavior, academic growth, improved attendance, and meeting school expectations. Celebrations include grade-level outdoor activities with a variety of snacks and beverages, providing positive reinforcement and encouraging continued engagement and effort. In addition, RMS implements social-emotional learning (SEL), restorative practices, and conflict-resolution strategies. Comfy Corners at each grade level provide students with an opportunity to briefly regulate their emotions before returning to instruction, helping reduce barriers to learning and promoting a positive school climate.

Overall, RMS uses a multi-tiered, data-driven approach to address the needs of students identified by the early warning system. Students with multiple indicators receive individualized support, progress monitoring, family communication, and coordination among teachers, counselors, and other school-based personnel. The 34 students who have been retained two or more times receive continued academic monitoring and targeted interventions to prevent further academic setbacks. By combining tutoring, targeted academic instruction, attendance monitoring, behavioral supports, SEL strategies, positive incentives, family engagement, and progress monitoring, RMS works to remove barriers to learning and provide students with the support necessary to improve academic performance, remain engaged in school, and empower every student to achieve success.

PLC Meeting Schedule

RtI Team Meeting Schedule

SAC Upload Center

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.

At Ramblewood Middle School (RMS), ensuring that students have the academic, behavioral, and social-emotional skills needed to be successful citizens remains a top priority. With a total enrollment of 1,026 students, many students thrive independently, while others require additional support to overcome challenges related to attendance, behavior, and academic achievement. To address these needs, RMS uses a variety of intervention strategies designed to meet students where they are and provide targeted support for growth. These interventions focus on improving academic performance while also addressing factors that may impact student success, including attendance, behavior, and social-emotional well-being. The data indicate that 192 students have two or more early warning indicators, making continued monitoring and intervention especially important for this group.

One of the key academic supports offered at RMS is CARE Wednesdays, held weekly from 8:25–9:00 a.m., where students can receive free tutoring from their teachers before the school day begins. Students use this time to review missed assignments, retake assessments, receive reteaching, and strengthen skills in areas where they experience difficulty. Teachers provide individualized support and use student performance data to identify specific standards and skills requiring additional instruction. RMS also provides Tier 2 and Tier 3 interventions, targeted small-group instruction, reteaching, progress monitoring, and additional support from reading and literacy coaches. Students identified through the early warning system, including the 107 students who scored Level 1 on the statewide ELA assessment and 81 students who scored Level 1 in Math, receive targeted academic support. Research-based resources and digital programs, including The Comprehension, The Code, and IXL, are used to reinforce foundational skills and provide additional opportunities for practice.

Attendance and behavior continue to be important areas of focus which includes, 303 students missed 10% or more of school days, and 174 students experienced one or more suspensions. RMS monitors attendance data, communicates with families, and develops individualized support plans when students demonstrate patterns of chronic absenteeism. The school also works with families to identify and address barriers that may prevent students from attending consistently. Ramblewood Middle School uses Fun Friday activities, rewards, and incentives to recognize students for positive behavior, academic growth, improved attendance, and meeting school expectations. Celebrations include grade-level outdoor activities with a variety of snacks and beverages, providing positive reinforcement and encouraging continued engagement and effort. In addition, RMS implements social-emotional learning (SEL), restorative practices, and conflict-resolution strategies. Comfy Corners at each grade level provide students with an opportunity to briefly regulate their emotions before returning to instruction, helping reduce barriers to learning and promoting a positive school climate.

Overall, RMS uses a multi-tiered, data-driven approach to address the needs of students identified by the early warning system. Students with multiple indicators receive individualized support, progress monitoring, family communication, and coordination among teachers, counselors, and other school-based personnel. The 34 students who have been retained two or more times receive continued academic monitoring and targeted interventions to prevent further academic setbacks. By combining tutoring, targeted academic instruction, attendance monitoring, behavioral supports, SEL strategies, positive incentives, family engagement, and progress monitoring, RMS works to remove barriers to learning and provide students with the support necessary to improve academic performance, remain engaged in school, and empower every student to achieve success.

PLC Meeting Schedule

RtI Team Meeting Schedule

SAC Upload Center

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.

At Ramblewood Middle School (RMS), ensuring that students have the academic, behavioral, and social-emotional skills needed to be successful citizens remains a top priority. With a total enrollment of 1,026 students, many students thrive independently, while others require additional support to overcome challenges related to attendance, behavior, and academic achievement. To address these needs, RMS uses a variety of intervention strategies designed to meet students where they are and provide targeted support for growth. These interventions focus on improving academic performance while also addressing factors that may impact student success, including attendance, behavior, and social-emotional well-being. The data indicate that 192 students have two or more early warning indicators, making continued monitoring and intervention especially important for this group.

One of the key academic supports offered at RMS is CARE Wednesdays, held weekly from 8:25–9:00 a.m., where students can receive free tutoring from their teachers before the school day begins. Students use this time to review missed assignments, retake assessments, receive reteaching, and strengthen skills in areas where they experience difficulty. Teachers provide individualized support and use student performance data to identify specific standards and skills requiring additional instruction. RMS also provides Tier 2 and Tier 3 interventions, targeted small-group instruction, reteaching, progress monitoring, and additional support from reading and literacy coaches. Students identified through the early warning system, including the 107 students who scored Level 1 on the statewide ELA assessment and 81 students who scored Level 1 in Math, receive targeted academic support. Research-based resources and digital programs, including The Comprehension, The Code, and IXL, are used to reinforce foundational skills and provide additional opportunities for practice.

Attendance and behavior continue to be important areas of focus which includes, 303 students missed 10% or more of school days, and 174 students experienced one or more suspensions. RMS monitors attendance data, communicates with families, and develops individualized support plans when students demonstrate patterns of chronic absenteeism. The school also works with families to identify and address barriers that may prevent students from attending consistently. Ramblewood Middle School uses Fun Friday activities, rewards, and incentives to recognize students for positive behavior, academic growth, improved attendance, and meeting school expectations. Celebrations include grade-level outdoor activities with a variety of snacks and beverages, providing positive reinforcement and encouraging continued engagement and effort. In addition, RMS implements social-emotional learning (SEL), restorative practices, and conflict-resolution strategies. Comfy Corners at each grade level provide students with an opportunity to briefly regulate their emotions before returning to instruction, helping reduce barriers to learning and promoting a positive school climate.

Overall, RMS uses a multi-tiered, data-driven approach to address the needs of students identified by the early warning system. Students with multiple indicators receive individualized support, progress monitoring, family communication, and coordination among teachers, counselors, and other school-based personnel. The 34 students who have been retained two or more times receive continued academic monitoring and targeted interventions to prevent further academic setbacks. By combining tutoring, targeted academic instruction, attendance monitoring, behavioral supports, SEL strategies, positive incentives, family engagement, and progress monitoring, RMS works to remove barriers to learning and provide students with the support necessary to improve academic performance, remain engaged in school, and empower every student to achieve success.

PLC Meeting Schedule

RtI Team Meeting Schedule

SAC Upload Center

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.

At Ramblewood Middle School (RMS), ensuring that students have the academic, behavioral, and social-emotional skills needed to be successful citizens remains a top priority. With a total enrollment of 1,026 students, many students thrive independently, while others require additional support to overcome challenges related to attendance, behavior, and academic achievement. To address these needs, RMS uses a variety of intervention strategies designed to meet students where they are and provide targeted support for growth. These interventions focus on improving academic performance while also addressing factors that may impact student success, including attendance, behavior, and social-emotional well-being. The data indicate that 192 students have two or more early warning indicators, making continued monitoring and intervention especially important for this group.

One of the key academic supports offered at RMS is CARE Wednesdays, held weekly from 8:25–9:00 a.m., where students can receive free tutoring from their teachers before the school day begins. Students use this time to review missed assignments, retake assessments, receive reteaching, and strengthen skills in areas where they experience difficulty. Teachers provide individualized support and use student performance data to identify specific standards and skills requiring additional instruction. RMS also provides Tier 2 and Tier 3 interventions, targeted small-group instruction, reteaching, progress monitoring, and additional support from reading and literacy coaches. Students identified through the early warning system, including the 107 students who scored Level 1 on the statewide ELA assessment and 81 students who scored Level 1 in Math, receive targeted academic support. Research-based resources and digital programs, including The Comprehension, The Code, and IXL, are used to reinforce foundational skills and provide additional opportunities for practice.

Attendance and behavior continue to be important areas of focus which includes, 303 students missed 10% or more of school days, and 174 students experienced one or more suspensions. RMS monitors attendance data, communicates with families, and develops individualized support plans when students demonstrate patterns of chronic absenteeism. The school also works with families to identify and address barriers that may prevent students from attending consistently. Ramblewood Middle School uses Fun Friday activities, rewards, and incentives to recognize students for positive behavior, academic growth, improved attendance, and meeting school expectations. Celebrations include grade-level outdoor activities with a variety of snacks and beverages, providing positive reinforcement and encouraging continued engagement and effort. In addition, RMS implements social-emotional learning (SEL), restorative practices, and conflict-resolution strategies. Comfy Corners at each grade level provide students with an opportunity to briefly regulate their emotions before returning to instruction, helping reduce barriers to learning and promoting a positive school climate.

Overall, RMS uses a multi-tiered, data-driven approach to address the needs of students identified by the early warning system. Students with multiple indicators receive individualized support, progress monitoring, family communication, and coordination among teachers, counselors, and other school-based personnel. The 34 students who have been retained two or more times receive continued academic monitoring and targeted interventions to prevent further academic setbacks. By combining tutoring, targeted academic instruction, attendance monitoring, behavioral supports, SEL strategies, positive incentives, family engagement, and progress monitoring, RMS works to remove barriers to learning and provide students with the support necessary to improve academic performance, remain engaged in school, and empower every student to achieve success.

PLC Meeting Schedule

RtI Team Meeting Schedule

SAC Upload Center