Attendance Interventions

• Teachers and administrators closely monitored attendance data to identify students at risk of chronic absenteeism.
• Parent communication, attendance conferences, and problem-solving meetings were conducted to address barriers to attendance.
• Students were monitored through MTSS and CPS processes, with tiered supports provided based on attendance risk levels.
• Incentives and positive reinforcement were used to promote regular school attendance.

Academic Interventions

• Students performing below grade level in reading and mathematics received targeted small-group instruction based on diagnostic and classroom assessment data.
• Teachers utilized data from i-Ready, FAST, classroom assessments, and progress monitoring tools to identify skill deficits and adjust instruction.
• Intervention groups focused on prerequisite skills, reteaching standards, remediation, and acceleration opportunities.
• Tier 2 and Tier 3 interventions were provided with specific skill-based goals and ongoing progress monitoring.
• Professional Learning Communities (PLCs) analyzed student data regularly to determine instructional adjustments and intervention needs.

Reading Interventions

• Students identified with reading deficiencies received evidence-based reading instruction aligned to individual skill gaps.
• Small-group instruction targeted phonics, vocabulary, fluency, and comprehension.
• Progress monitoring data were reviewed routinely to evaluate student growth and make instructional adjustments.
• Intervention fidelity was monitored to ensure programs were implemented as designed.

Mathematics Interventions

• Students demonstrating mathematics deficiencies participated in targeted intervention groups.
• Diagnostic assessments were used to identify prerequisite skill gaps and determine intervention focus areas.
• Additional remediation lessons and differentiated instruction were provided through Tier 2 and Tier 3 supports.
• Student progress was monitored regularly to determine the effectiveness of interventions and needed adjustments.

Behavioral Interventions

• Students with behavior concerns or suspensions received proactive behavioral supports, including explicit expectations, visual supports, structured choices, frequent check-ins, and positive reinforcement systems.
• Functional Behavior Assessments (FBAs), behavior intervention plans, and counseling supports were utilized when appropriate.
• Students were taught replacement behaviors, self-regulation strategies, and conflict-resolution skills.
• School staff consistently monitored behavior data and collaborated with families to support student success.

Support for Students with Multiple Indicators

• Students demonstrating two or more early warning indicators were reviewed through the MTSS and Collaborative Problem-Solving process.
• Individualized intervention plans were developed that addressed academic, behavioral, and attendance concerns simultaneously.
• School staff regularly monitored student progress and adjusted interventions based on data and student response.