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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.
Monarch High School utilizes the High School Intervention Decision Tree to ensure that all students, particularly those at risk for failure or retention, receive targeted reading interventions based on progress monitoring and assessment data. The school's most recent ELA data indicates:
- 54% of students demonstrated proficiency in achievement
- 52% demonstrated learning gains
- 54% of the Lowest 25% made gains, showing growth that slightly exceeds the state minimum expectation
Using the Multi-Tiered System of Supports (MTSS) and Response to Intervention (RtI) framework, Monarch High School identifies and responds to students’ needs through the following:
Tier 1: Core Instruction
- All students receive standards-aligned ELA instruction using evidence-based strategies.
- Instruction includes a strong emphasis on academic vocabulary, text-dependent questioning, and close reading.
- Teachers use progress monitoring tools (FAST PMs, classroom assessments, HMH assessments) to track student mastery and modify instruction if needed
- Literacy strategies are embedded across content areas to reinforce comprehension.
Tier 2: Strategic Intervention
- Students who do not meet grade-level expectations, including those in the lowest 25%, are placed in targeted small-group interventions.
- Intervention is guided by assessment data and focuses on specific skill deficits (fluency, vocabulary, comprehension).
Tier 3: Intensive Intervention
- Students with persistent reading challenges or minimal response to Tier 2 receive intensive, individualized instruction.
- These students receive literacy instruction every day( Reading class and ELA) courses or receive tutoring from Peer tutors in small groups
- Data from progress monitoring is reviewed every 2–3 weeks to make instructional decisions, using tools such as HMH, curriculum-based skills assessments, and teacher observations.
- A problem-solving team, including counselors, teachers, and administrators, convenes to develop personalized intervention plans during RTI/MTSS meetings.
Data-Driven Decisions and Supports
- Students in the lowest 25% are continuously monitored for early intervention.
- Data is disaggregated by subgroup (ELL, ESE, etc.) to ensure support.
- Families are notified of using progress monitoring plans and encouraged to participate in literacy growth strategies at home.
- Professional development is provided to teachers on implementing high-yield reading strategies, using data, and differentiating instruction.
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Approximately 10% of our students scored at Mastery level. This data remained stable from BSA1 to BSA 2. Our students in the at Near Mastery category is 22% and approximately 60% below mastery.