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.

Students identified through the Early Warning System (EWS) receive a comprehensive continuum of academic, behavioral, attendance, and social-emotional interventions through the school's Multi-Tiered System of Supports (MTSS). Early warning indicators reviewed by the school include chronic absenteeism, course failures, academic deficiencies, suspensions, low performance on state assessments, and multiple risk factors that may impede student success.
For the 2025–2026 school year, the Early Warning System data show that 806 students were enrolled across grades 8–12. Of these students, 556 were absent 10% or more days, 95 had one or more suspensions, 4 experienced course failure in English Language Arts, 24 experienced course failure in Math, 130 scored Level 1 on the statewide ELA assessment, and 274 scored Level 1 on the statewide Math assessment. In addition, 594 students were identified with two or more early warning indicators, 300 students were retained during the 2025–2026 school year, and 326 students had been retained two or more times.
 
The data indicate that chronic absenteeism and multiple early warning indicators are the most significant areas of concern. Grade 12 represents the largest subgroup of students identified with risk factors, including 332 students absent 10% or more days, 370 students with two or more indicators, 296 students retained last school year, and 254 students retained two or more times. These trends reinforce the need for targeted attendance interventions, credit recovery and graduation monitoring, academic remediation in mathematics and reading, and coordinated behavioral and social-emotional supports through MTSS.
To improve academic performance, the school implements the following intervention strategies:

Academic Interventions
Targeted small-group instruction in ELA, Mathematics, Science, and Social Studies.
Intensive reading and mathematics intervention courses for students performing below grade level. Differentiated instruction based on student assessment data and identified learning gaps.
Standards-based instruction aligned to Florida Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards. Use of Marzano's High-Yield Instructional Strategies, including chunking, graphic organizers, probing questions, examining similarities and differences, academic discussions, and small-group instruction. Regular progress monitoring through FAST PM1, PM2, PM3, End-of-Course (EOC) assessments, HMH Growth Assessments, classroom assessments, and benchmark assessments. Reading and Math Boot Camps, tutoring opportunities, and focused skill-remediation sessions. Data chats with students to analyze achievement data, identify strengths and deficits, and establish academic goals. Professional Learning Community (PLC) collaboration to identify intervention needs and adjust instructional practices based on student performance data.

Attendance Interventions
Tiered attendance supports implemented through the MTSS framework.
Attendance contracts for students exhibiting attendance concerns.
Weekly or biweekly SMART goal setting and progress-monitoring plans.
Attendance monitoring through district attendance databases and Focus reports.
Parent conferences and family engagement activities to address attendance barriers.
Home visits and re-engagement efforts for students demonstrating significant absenteeism.
Regular review of attendance data during MTSS meetings to determine intervention effectiveness and next steps.

Behavioral and Social-Emotional Interventions
Schoolwide Positive Behavioral Interventions and Supports (PBIS) and restorative practices.
Social-emotional learning (SEL) activities and behavior expectation assemblies.
Individual and small-group counseling services.
Behavioral goal-setting and progress-monitoring conferences.
Behavior intervention plans and, when appropriate, individualized supports.
Mentoring opportunities and Check-In/Check-Out systems.
Referrals to school-based mental health services, social workers, and community support agencies. Crisis intervention, wraparound services, and family support meetings for students with significant behavioral or emotional needs.

Graduation and College/Career Readiness Supports
Ongoing monitoring of graduation requirements and credit attainment.
Individualized graduation planning and academic advisement.
SAT/ACT preparation courses and tutoring.
College and Career Readiness Program (CCRP) activities.
Support from guidance counselors, BRACE advisors, social workers, and school leadership teams.
Career exploration, dual-enrollment opportunities, and workforce-readiness activities are designed to keep students engaged and on track toward graduation.

Monitoring and Evaluation
The effectiveness of interventions is monitored through MTSS meetings, PLC discussions, assessment results, attendance reports, behavior data, graduation indicators, data chats, classroom walkthroughs, and stakeholder feedback. Intervention plans are reviewed regularly and adjusted based on student progress to ensure that students identified through the Early Warning System receive timely and appropriate support to improve academic achievement and overall school success.

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