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.

The school uses a coordinated, multi-tiered system of support to improve the academic performance of students identified through the Early Warning System. Students are identified based on key indicators, including attendance concerns, behavioral referrals or suspensions, and academic performance data. Once identified, students are referred to the Response to Intervention team, where staff review individual needs, determine barriers to success, and develop targeted intervention plans designed to improve attendance, behavior, course performance, and progress toward graduation.
The intervention process includes regular team meetings, department-level collaboration, and ongoing progress monitoring. Instructional staff implement interventions in the classroom, while department chairs help review student progress, evaluate the effectiveness of supports, and determine whether additional interventions are needed. This structure ensures that students are not only identified early but are also provided with timely, intentional, and data-informed support.
For attendance concerns, the school uses an early-warning attendance team to conduct weekly reviews, communicate with families, assess barriers to regular attendance, and create individualized attendance plans. These plans are designed to reconnect students to school, reduce chronic absenteeism, and increase instructional time. Family outreach is an essential component of this process, allowing staff to partner with parents and guardians to address transportation, motivation, health, or other barriers impacting attendance.
For behavioral concerns, students with repeated referrals or suspensions receive structured supports such as behavior check-ins, targeted counseling, mentoring, and individualized intervention plans. These strategies help students build positive relationships with adults, improve decision-making, develop self-regulation skills, and remain engaged in the academic environment. Behavior interventions are paired with academic supports when needed to ensure that discipline concerns do not interrupt student progress.
Academic interventions are targeted by content area and student need. In English Language Arts, students receive standards-based reteaching, small-group instruction, tutoring, and biweekly progress checks connected to specific skill deficits. The use of HMH resources supports explicit reading instruction, assessment-domain diagnostics, and focused practice on the weakest ELA standards. These interventions are intended to strengthen reading comprehension, language skills, and overall performance on classroom and state assessments.
In mathematics, the school provides targeted intervention through high-dosage tutoring, peer support, teacher-led study hall assistance, before- and after-school support, and YMCA tutoring or credit recovery opportunities. Algebra 1 students, as well as students receiving ESOL or ESE services, receive additional peer tutoring and instructional support. Teachers also use short-cycle mastery checks, spiral review, and reteaching to monitor student understanding and address gaps before they become more significant barriers to course success.
The school also expands intervention access through study hall tutoring, volunteer instructor support, YMCA mentoring, tutoring, and credit recovery. These opportunities provide students with additional time, adult support, and structured academic assistance beyond the traditional classroom setting. Credit recovery options help students regain lost credits, stay on track for promotion or graduation, and reduce the long-term impact of prior course failures.
Overall, the school’s intervention model emphasizes early identification, consistent monitoring, collaboration among instructional and support staff, family engagement, and differentiated academic and behavioral supports. By aligning interventions to attendance, behavior, and academic warning indicators, the school is able to provide comprehensive support that addresses the root causes of underperformance while helping students increase achievement, improve engagement, and remain on track for successful completion of coursework and graduation requirements.

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