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 2025–2026 school year, we will continue our comprehensive attandance plan to address student attendance challenges, particularly those that continue on record form last year. This plan includes Tier 2–3 interventions and proactive family communication, led by the School Counselor, School Social Worker, and Assistant Principal. Attendance records are closely monitored, with the following guidelines: 5 tardies, 5 unexcused absences, or 10 unexcused absences across two marking periods, sending a notification to the parent/guardian via FOCUS email. 

While suspensions are minimal, student behavior is addressed individually. Our MTSS/RtI team collaborates with classroom teachers to prevent and respond to disruptive behaviors. A common challenge has been inconsistent behavior expectations across classrooms, leading to confusion in common areas. To address this, the CHAMPS has been emphasized schoolwide and teachers attended a preplanning meeting that focused on CHAMPS, its purpose, and how to implement it in the classroom, provided by the School Couselor and Assistant Principal. All teachers are expected to implement CHAMPS in their classrooms, and schoolwide CHAMPS expectations are reinforced in hallways, the media center, and the cafeteria.

New this year, our School Counselor, serving as the PBIS designee, implemented a schoolwide incentive program to encourage positive behavior and CHAMPS practice. All students can earn points from any staff member for demonstrating CHAMPS behaviors, being respectful, mindful, responsible, and treating others kindly. Students can redeem these points for rewards at a school store, providing ongoing recognition for positive behavior.

Academic interventions remain a priority, particularly for students scoring Level 1 and Level 2 on ELA or Math FAST assessment. These students participate daily in instruction personalized to address skill gaps. ELA classrooms include small group instruction and differentiated learning centers, including an iReady center. Both Reading and Math students at Levels 1 and 2 receive targeted support, with resource teachers providing push-in and pull-out interventions. Classroom teachers rotate small groups based on student needs and incorporate differentiated centers based on standards and student needs. Resource teachers support students in grades K–5 through interventions in both Reading and Math. Additionally, extended learning opportunities will provide extra learning time for students this year.

PLC Meeting Schedule

RtI Team Meeting Schedule

SAC Upload Center