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.

The school employs a variety of targeted intervention strategies to improve the academic performance of students identified through the Early Warning System (EWS). These strategies include differentiated small-group instruction, targeted intervention groups, and intentional learning centers aligned with individual student needs. Students receive additional support through ELA and mathematics push-in/pull-out interventions, with particular attention given to students performing below proficiency and those needing additional support to demonstrate learning gains.
Student progress is monitored regularly through FAST, i-Ready, SuccessMaker, Standards Mastery assessments, CFAs, and other formative assessments. Teachers and instructional leaders participate in biweekly data meetings and common planning sessions to review student performance, identify areas of concern, adjust instructional groups, and determine appropriate reteaching strategies. Progress-monitoring data are reviewed approximately every three weeks to determine whether interventions are producing the desired results.
The school also provides instructional coaching and classroom support to strengthen Tier 1 instruction and ensure interventions are implemented effectively. Teachers are expected to provide differentiated instruction based on student data, maintain purposeful centers rather than busy work, and provide independent activities at students' appropriate instructional levels. Students identified as needing additional support are closely monitored, and intervention plans are adjusted based on their response to instruction. Attendance is also monitored because consistent attendance directly affects students' access to intervention and core instruction; families are contacted when attendance concerns emerge, and additional school-based support is provided as needed.

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