Students are reviewed every three weeks in three categories:

• Attendance

• Behavior

• Academics
  
  

To be considered as having met expectations in a category, a student must meet all criteria within that category.

Attendance Expectations

• No more than 2 unexcused absences in any class

• No more than 3 tardies in any class
  
  

Behavior Expectations

• No behavior concerns, or concerns in only one class

• 0 discipline referrals
  
  

Academic Expectations

• No failing classes, or one failing class with a grade of 65 or higher

• No missing or late work concerns, or concerns in only one class

• 100% completion of Sunday Funday*
  
  

*Sunday Funday is a school-wide activity where students and parents or guardians are expected to sit down together to:

• Review current grades

• Review upcoming assignments

• Set academic goals for the week

Each student receives an intervention level for each category:

• Attendance

• Behavior

• Academics
  
  

The four intervention levels are:

• Level 1

• Warning

• Level 2

• Level 3
  
  

At the beginning of each semester, all students start at Level 1 in all categories.

• If a student does not meet expectations in a category during a review cycle, their level for that category moves up one level.

• If a student meets expectations, their level may move down one level, until returning to Level 1.

• Levels accumulate during the semester and are reset at the start of a new semester.
  
  

Overall Intervention Level

A student’s overall intervention level is determined by the highest level across the three categories.

Example:

• Attendance: Level 1

• Behavior: Level 1

• Academics: Warning

➡️ Overall Intervention Level: Warning

Intervention levels are used to guide both support and accountability.

• Students at an Overall Level 2 are not permitted to leave campus for lunch until their level is reduced.

• Students at an Overall Level 3 will not have access to the gym during lunch until their level is reduced.
  
  

These measures are temporary and are intended to provide structure while students work toward meeting expectations.

There is no single preset intervention for each level. Supports are based on student needs and collaboration among staff, students, and families.

The progress report is designed to share information as quickly as possible. Because data is collected from multiple sources, occasional inaccuracies may occur.

Intervention levels are temporary and can be reviewed and adjusted if data is inaccurate.

Families are encouraged to reach out if something appears incorrect or unclear. Early communication helps ensure the report accurately reflects the student’s situation.

This section includes:

• The title of the report

• The specific three-week period the report reflects
  
  

The date range identifies the timeframe used to review attendance, behavior, and academic expectations.

The Course Schedule section appears next to the Course Feedback section and includes:

• Student name

• Student ID

• Current course schedule by period
  
  

If a course is listed as “INET”, it indicates an online course that does not meet during a traditional class period.

Families should reference the Course Schedule while reviewing Course Feedback to identify patterns across the school day.

The Course Feedback section appears next to the Course Schedule and shows class-by-class data for the current review cycle.

Each row represents a course.

Current Grade

• Shows the student’s current percentage grade
  
  

May be blank if:

• • 1. The course has not started (e.g., dual credit)

    2. Grades have not yet been entered

    3. The course does not earn credit
       
       

Parents should follow the Sunday Funday process to review grades and assignments.

Failing grades and corresponding course names are highlighted in red.

Attendance (U and T)

U = Unexcused absences
T = Tardies

Counts reflect that course during the cycle.
Cells are highlighted in red if expectations are exceeded.

Behavior Indicators

Checkboxes indicate whether a teacher reported:

• Distracts Peers

• Disrespectful Communication

• Multiple Redirections

• Failed Class Expectations
  
  

Checked boxes are highlighted in red.

Missing or Late Work

• Checkbox indicates missing or late work during the cycle

• Checked boxes are highlighted in red
  
  

Understanding Red Highlights

Red highlights signal areas that did not meet expectations and should be reviewed. They are indicators for support, not punishment.

Located below the Course Schedule, this table lists:

• Categories

• Subcategories

• Criteria reviewed each cycle
  
  

It serves as a reference for understanding Course Feedback and Leveling decisions.

Located below Course Feedback, aligned with the Expectations table.

Each row corresponds to Attendance, Behavior, or Academics.

Columns include:

1. Met Expectations (Checkbox) – checked if all criteria were met

2. Description – explains why expectations were or were not met

   • Example: “Completed 0/3 Sunday Fundays”

3. Current Intervention Level

4. New Intervention Level

5. Overall Intervention Level
   
   

The overall level reflects the highest category level.