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.

For the 2026–2027 school year, we will continue our comprehensive attendance plan to address student attendance challenges, particularly those identified from the previous school year. The plan includes Tier 2–3 interventions and proactive family communication led by the School Counselor, School Social Worker, and Assistant Principal. Attendance records will be closely monitored, with parent/guardian notification through FOCUS email when a student reaches 5 tardies, 5 unexcused absences, or 10 unexcused absences across two marking periods. To promote attendance accountability, we will implement the “Are You Here Today?” morning announcement, recognizing students who are present and allowing selected students to visit the PTA room to choose a reward. Classes with the best monthly attendance will also earn incentives, such as additional playtime.

While suspensions remain minimal, student behavior will continue to be addressed individually through our MTSS/RtI process. CHAMPS expectations have been reinforced schoolwide, with teachers receiving a refresher and classroom posters to support consistent implementation. Expectations are also reinforced in common areas, including hallways, the media center, and cafeteria. Our School Counselor, serving as the PBIS designee, will continue the schoolwide incentive program, allowing students to earn points from staff for demonstrating respectful, mindful, responsible, and kind behaviors. Students may redeem their points for rewards at the school store.

Due to a decline in learning gains among students in the lowest quartile, academic interventions will remain a priority in ELA and Mathematics. Students identified for intervention will receive daily personalized instruction targeting specific skill gaps. Teachers will use small-group instruction, differentiated learning centers, and i-Ready to address student needs. Students performing at Levels 1 and 2 in Reading and Mathematics will receive targeted support through push-in and pull-out interventions provided by resource teachers. Classroom teachers will rotate small groups based on student data and provide standards-based differentiated centers, while resource teachers will support students in grades K–5. Extended learning opportunities will also provide additional instructional time to strengthen student achievement and improve learning gains.

PLC Meeting Schedule

RtI Team Meeting Schedule

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