Based on the Early Warning System (EWS) data for New Renaissance Middle School, the largest indicators affecting student performance include chronic absenteeism (208 students), one or more suspensions (111 students), Level 1 performance on statewide ELA assessments (159 students), Level 1 performance on statewide Math assessments (154 students), 245 students with two or more risk indicators, and 77 students retained two or more times. These students require a comprehensive system of academic, behavioral, attendance, and social-emotional interventions.

Intervention Strategies Employed to Improve Academic Performance of Students Identified by the Early Warning System

New Renaissance Middle School utilizes a Multi-Tiered System of Supports (MTSS) framework to identify, monitor, and provide targeted interventions for students exhibiting one or more Early Warning Indicators. School leadership, counselors, teachers, interventionists, and support staff collaborate regularly to analyze student data and implement evidence-based interventions designed to improve academic achievement, attendance, behavior, and overall student success.

Academic Interventions

• Students scoring Level 1 on FAST ELA and Mathematics assessments are enrolled in intensive intervention courses and receive targeted small-group instruction aligned to state standards and benchmark data.
• Teachers utilize data-driven instruction, common formative assessments, and progress monitoring cycles to identify skill deficits and adjust instruction accordingly.
• Students participate in academic enrichment and remediation opportunities during intervention periods, before-school tutoring, after-school tutoring, and Saturday Success Academy.
• Individualized learning plans are developed for students demonstrating significant academic deficiencies.
• Teachers implement differentiated instruction, scaffolded supports, and evidence-based literacy and numeracy strategies to accelerate student growth.
• Progress monitoring occurs through district assessments, classroom assessments, and FAST PM data to ensure interventions are producing measurable gains.

Attendance Interventions

• Students identified with excessive absences receive attendance monitoring through the school attendance team.
• Parents and guardians are contacted through phone calls, conferences, letters, text messaging, and home outreach efforts when attendance concerns emerge.
• Attendance contracts and attendance improvement plans are developed for students demonstrating chronic absenteeism.
• The school promotes positive attendance through incentive programs, recognition initiatives, and monthly attendance celebrations.
• Community resources and school social work services are utilized to address barriers impacting student attendance.

Behavioral Interventions

• Students with suspension histories receive tiered behavioral supports through the MTSS process.
• Behavior intervention plans are developed for students requiring additional support.
• Restorative practices, conflict resolution strategies, mentoring programs, and counseling services are implemented to improve student behavior and engagement.
• Students participate in social-emotional learning activities designed to strengthen self-regulation, decision-making, and relationship-building skills.
• Regular monitoring of discipline data allows school teams to identify trends and proactively provide interventions before behaviors escalate.

Interventions for Students with Multiple Early Warning Indicators

• Students identified with two or more EWS indicators receive intensive case management and are reviewed regularly by the MTSS team.
• Student support teams conduct data chats and problem-solving meetings to identify barriers and develop individualized intervention plans.
• Mentoring relationships are established with administrators, counselors, teachers, and community partners to increase student connectedness and accountability.
• Academic, attendance, and behavioral interventions are coordinated to address the whole child and ensure comprehensive support.

Support for Retained and At-Risk Students

• Students with prior retention history receive enhanced monitoring of grades, attendance, and behavior.
• School counselors and academic advisors conduct regular check-ins to review progress and set academic goals.
• Students are provided opportunities for credit recovery, tutoring, and intervention services designed to prevent future retention.
• Families participate in collaborative conferences to establish clear expectations and intervention supports.

Family and Community Engagement

• Families receive ongoing communication regarding student progress through conferences, progress reports, ParentLink messages, and individual outreach.
• Parents are provided resources and strategies to support learning at home.
• Partnerships with community agencies help connect families with services that address academic, social-emotional, and attendance-related needs.

Monitoring and Evaluation

The school's MTSS/EWS team reviews student performance, attendance, behavior, and intervention data throughout the school year to evaluate effectiveness and make necessary adjustments. Students identified through the Early Warning System are monitored regularly, and interventions are intensified or modified based on progress-monitoring data. The goal is to reduce the number of students exhibiting EWS indicators while increasing academic achievement, attendance rates, promotion rates, and overall student success.