As administrators analyze student grades across the district, the Feb. 9 Board of Education highlighted how interventions are being used to support students who receive ‘D’s or ‘F’s. When a student’s grade drops, teachers and CSSS are expected to take action. DGN has several academic interventions designed to help struggling students improve their grades before the situation worsens. 97.79% of students who received a ‘D’ grade and 100% of those who received an ‘F’ grade were intervened with in some way for academic reasons in the first semester, over a 10% increase in comparison to last year. Administration believes this grade improvement is due to interventions, which are now being enforced.

“The expectation is that teachers reach out if a student is getting a ‘D’ or an ‘F,’” associate superintendent for student learning Gina Ziccardi said. “It could be a call, an email, or even a conference. The goal isn’t just to notify parents, it’s to figure out what we can do to help the student.”

Teachers are often the first ones to notice when a student begins to struggle academically through indicators like assessment scores and assignment punctuality. When these concerns arise, teachers will typically start the intervention process to discuss what may be causing difficulty and how to improve moving forward.

“First thing I do is I individually meet with the student, and then ask them what their availability is,” social studies teacher Karen Spahr-Thomas said. “I’m trying to figure out how the student best learns. So I’ll ask the student to show me what they’re doing to study so we can talk through it together and I can offer some suggestions.”

While contact home is one of the most visible steps in the intervention process, it is only one part of a larger system of support available to students. Programs such as STRIVE, teacher office hours, extended math periods (S classes), and student choice during ACCESS provide students with opportunities to receive extra help throughout the school day.

“For structured intervention classes, success may be evaluated through a combination of assessment scores, overall course grades, and the student’s demonstrated confidence in applying the skills and content,” Ziccardi said. “In contrast, more individualized supports, such as STRIVE or Guided Study, may serve as the primary indicator of program effectiveness.”

Behind the scenes, these supports are organized through a framework called the Multi-Tiered System of Supports, or MTSS. The model allows schools to provide different levels of support, depending on how much help a student needs.

“Tier one supports are things every student can access at any time. Then there’s tier two, which would be counseling and student support services interventions that exist,” associate principal of student services Dr. Erin Ludwick said. “Eventually, we do get up to specialized interventions, and that’s when we’re talking about things like 504 plans, and IEPs.”

Students start at tier one, but if they continue to struggle academically, additional interventions may be introduced. Counselors may meet with students who repeatedly receive ‘D’ or ‘F’ grades and may recommend more structured academic support.

“Counselors look at the big picture, including a student’s overall schedule, course load, and patterns across multiple classes,” counselor Cynthia Karmik said. “We’re here for social-emotional support and providing a safe space for students to talk through what’s affecting school.”

Counselors work closely with teachers and families to create a plan that supports the student across all classes.

“School counselors are a central coordinator and communicator,” Karmik said. “We gather information from teachers to understand specific concerns, and we communicate with parents and guardians to see what may be impacting the student outside of school.”

Counselors and teachers both rely on clear academic indicators to decide when intervention is necessary. Grades, particularly ‘Ds’ and ‘Fs,’ are often used as a signal that a student may need more immediate or structured support.

“We look at ‘Ds’ and ‘Fs’ as a marker,” Dr. Ludwick said. “If you’re not even performing at an average level, that’s a signal that you probably need some help.”

In more serious situations, students may receive specialized support designed to address academic or personal challenges affecting their learning. These interventions can include accommodations, alternative learning environments, or additional counseling resources.

“For some students, life factors or attendance issues make a full eight-period day really difficult,” Dr. Ludwick said. “We’ve partnered with Ombudsman as an alternative setting that still allows students to remain enrolled here while finishing their diploma.”

Administrators say the purpose of these interventions is to make sure students do not fall behind without support, but it’s also there as a resource for students who may need extra help or want to improve their performance.

“Sometimes the students who are going for assistance are kids who are getting ‘B’s,” Ziccardi said. “They just might not know how to do a certain problem or understand a concept. But that’s a student-initiated intervention.”

While interventions are provided to all grade levels, ninth grade is especially focused on, as some may be walking into academic environments that are different or more rigorous than where they were before.

“We do progress monitoring at ninth grade through a STAR test with the English department. It’s an important age because it’s a transition age in high school,” Dr. Ludwick said. “It does set a tone because if you don’t pass classes your ninth-grade year, you have to eventually make those up, and then that becomes harder.”

Teachers have also been advocating and enforcing these interventions, specifically with the addition of ACCESS period on Wednesdays and Thursdays. This makes helping students much simpler, as many may have before or after school obligations.

“I think the interventions help because students don’t really have a reason not to meet with a teacher,” Spahr-Thomas said. “There are times during ACCESS when teachers and students are both available at the same time.”

Students who participate in STRIVE, office hours, or ACCESS say these opportunities give them more chances to ask questions they may not have time to ask during class. With multiple resources available throughout the school day, students can get clarification on assignments, review challenging concepts, or prepare for upcoming assessments with teachers.

“I feel like you get more reassurance with a teacher standing behind you and helping you,” junior Ally Zamindar said. “When you’re studying by yourself, you’re kind of confused most of the time.”

As DGN continues to emphasize intervention, the goal remains to improve grades and ensure students feel both academically and personally. With many resources available, the hope is to prevent students from struggling while providing skills to use post-high school.