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 utilizes a multi-tiered system of supports (MTSS) to identify, monitor, and provide targeted interventions for students identified through the Early Warning System (EWS). During the 2025–2026 school year, EWS data identified attendance and academic achievement as the primary areas of concern. Of the 268 students enrolled, 148 students were absent 10% or more of school days, 73 students performed at Level 1 in English Language Arts (ELA), 43 students performed at Level 1 in Mathematics, and 55 students demonstrated two or more early warning indicators.

To address academic performance, students identified through EWS data received targeted Tier 2 and Tier 3 interventions based on individual needs. Teachers utilized assessment data to establish flexible small groups and provide differentiated instruction in foundational reading, phonics, comprehension, number sense, and other identified skill deficits. Students were provided additional opportunities for explicit instruction, reteaching, guided practice, and intervention within the instructional day. Progress was monitored through formative assessments, district assessments, FAST/STAR data, classroom performance, and intervention data to determine student response to instruction and make necessary adjustments.

The school also conducted regular data chats and MTSS problem-solving meetings to review student progress, identify barriers to achievement, and determine appropriate next steps. Teachers, administrators, instructional support personnel, the school counselor, and other support staff collaborated to develop and monitor interventions. Students demonstrating limited progress received intensified support through smaller instructional groups, increased frequency of intervention, targeted skill development, and referrals to the MTSS/RTI process when appropriate.

Because chronic absenteeism represented the largest early warning indicator, attendance was addressed as an academic intervention priority. The school monitored student attendance, contacted families regarding excessive absences and tardies, identified barriers impacting regular attendance, and provided individualized follow-up and support. Families of students demonstrating multiple EWS indicators were engaged through conferences, data discussions, and ongoing communication regarding academic progress, attendance, interventions, and strategies that could be reinforced at home.

Students who had been retained or demonstrated multiple risk indicators received additional monitoring and targeted support. Administrators and instructional staff reviewed student-level data regularly to ensure interventions were implemented with fidelity and adjusted based on student response. The school's overall intervention process focused on early identification, targeted instruction, frequent progress monitoring, collaborative problem solving, family engagement, and timely adjustment of supports to increase student achievement and reduce the number of students demonstrating multiple early warning indicators.

PLC Meeting Schedule

RtI Team Meeting Schedule

SAC Upload Center