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.

Early Warning Indicator data will be used to identify students in grades 6–8 who require additional academic, behavioral, and attendance support. During the 2025–26 school year, 477 students were absent 10% or more days, 341 students had one or more suspensions, 218 students scored Level 1 on the statewide ELA assessment, 248 students scored Level 1 on the statewide Mathematics assessment, and 367 students were identified with two or more Early Warning Indicators.

The school will utilize ongoing data review, progress monitoring, differentiated and targeted instruction, small-group support, and appropriate academic interventions to address the needs of students demonstrating academic risk. Students with attendance concerns will be identified and supported through attendance monitoring, family communication, identification of barriers, and targeted attendance interventions. Behavioral concerns will be addressed through schoolwide PBIS practices, positive reinforcement, consistent behavioral expectations, and targeted student supports. School-based teams will regularly review academic, attendance, and behavioral data to evaluate student progress, identify students requiring additional intervention, and adjust supports as needed. These coordinated interventions are intended to increase access to instruction, improve student engagement, and support improved academic achievement for students identified through the Early Warning System.

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