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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.
Lyons Creek Middle School uses a comprehensive Multi-Tiered System of Supports (MTSS) to identify and support students who demonstrate academic, attendance, behavioral, or social-emotional early warning indicators. Supports are designed to provide timely intervention, monitor student progress, and reduce barriers to learning.
Data-Driven Identification and Monitoring
Students are identified through FOCUS reports, weekly grade-level RTI meetings, school counselor identification, and teacher referrals.
Teams review attendance, course performance, state assessment results, classroom data, and behavior information to determine each student's needs.
FAST PM1, PM2, and PM3, i-Ready diagnostic and lesson data, classroom assessments, and course grades are used to guide instructional decisions and monitor growth.
Academic Interventions - Reading/ELA
i-Ready Reading lessons are assigned based on diagnostic results and individual skill needs.
Teachers provide data-driven small-group instruction targeting reading comprehension, vocabulary, fluency, and identified standards.
Tier 2 and Tier 3 supports include intensive reading instruction, targeted remediation, and additional learning opportunities before or after school, as available.
Academic Interventions - Math
i-Ready Math lessons are assigned based on diagnostic results and individual skill needs.
Teachers provide small-group instruction focused on prerequisite skills, standards mastery, reteaching, and scaffolded practice.
Targeted support may include intervention classes, Help Academy, tutoring, and additional remediation opportunities, as available.
Schoolwide Supports and Progress Monitoring
Weekly grade-level RTI meetings are used to review student progress and coordinate academic, attendance, behavioral, and social-emotional supports.
Intervention plans are monitored through FAST, i-Ready, classroom assessments, grades, attendance records, and behavior data.
The frequency and intensity of support are adjusted based on the student's response to intervention.
Students participate in data chats and goal setting, and families receive regular updates through conferences, progress reports, and school communication platforms.
Attendance, Behavior, and Social-Emotional Supports
Because attendance, behavior, and student well-being directly affect achievement, counselors, administrators, teachers, and the Behavior Intervention Team collaborate to support identified students.
Supports may include attendance monitoring and incentives, parent conferences, mentoring, counseling referrals, behavior plans or contracts, PBIS recognition, and connections to school-based or district resources.
Academic and nonacademic supports are coordinated so that barriers to learning are addressed through one comprehensive intervention plan.
Commitment to Student Success
Through coordinated identification, targeted intervention, continuous progress monitoring, and family engagement, Lyons Creek Middle School is committed to improving student outcomes and ensuring that students identified through the Early Warning System receive the support needed to succeed.
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