In addition, a systemic structure was to create a Response to Intervention (RTI) model of instructional support, with counselor positions dedicated to identifying and supporting at-risk students, primarily 9th and 10th graders. In developing curriculum, the teaching staff put special attention to data-driven instruction and culturally responsive content, with a heavy emphasis on teacher professional development. Each content area teacher attends monthly PLC (Professional Learning Community) meetings, a Center-specific meeting, and there is a minimum day each month meant to examine diagnostic and formative assessment data in course-alike groups in order to guide, target, and enhance instructional practices.