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 most significant early warning concern is attendance: 889 students, or approximately 44% , were absent 10% or more of school days. Seniors had the highest absenteeism rate at approximately 63%. Students with two or more indicators—483 students, or approximately 24% of enrollment—will receive priority support.

Monarch High School will use its Early Warning System and MTSS process to identify and support students experiencing concerns with attendance, behavior, course performance, or state assessments. Students with two or more indicators will receive priority for individualized interventions and progress monitoring.

Interventions will include attendance conferences, parent communication, mentoring, counseling, behavior interventions, tutoring, small-group instruction, reteaching of priority standards, study-hall support, peer tutoring, extended-learning opportunities, credit recovery, and graduation monitoring. Teachers will provide systematic and explicit standards-based instruction using modeling, guided practice, checks for understanding,  feedback, vocabulary instruction, and before-, during-, and after-reading strategies across content areas.

School administrators, counselors, teachers, and support staff will regularly review attendance, discipline, course grades, assessment results, and student work. Based on each student’s response, interventions will be continued, modified, or intensified. Implementation will be monitored through PLCs, student data chats, classroom walkthroughs, intervention records, and ongoing communication with students and families.

PLC Meeting Schedule

RtI Team Meeting Schedule

SAC Upload Center