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.

Students flagged by the Early Warning System (attendance, behavior, and academic performance indicators) receive layered, research-based interventions to address learning gaps and promote success. The school implements the following strategies:
1. Targeted Instructional Support

• Extended Learning Opportunity (ELO) Camp.
  Identified K–5 students scoring below Level 3 on state progress monitoring or placed in the Lowest quartile are invited to attend. The camp provides small-group, standards-based instruction with an emphasis on foundational reading skills and comprehension.
• Daily Intervention Blocks/WIN :
  Scheduled time is protected for re-teaching essential skills, providing reteach and enrichment opportunities, and closing learning gaps using data-driven grouping.
• Skill-Specific Support with i-Ready:
  Weekly online lessons and teacher-led small groups target individual skill deficits identified by i-Ready checkpoints.

• Weekly Data Reviews:
  The leadership team,and teachers analyze i-Ready, FAST PM, Star Early Literacy (K–2), and Benchmark Unit Assessments to track student growth and adjust instruction promptly.
• Student-Level Data Conferences:
  Teachers meet regularly with students to set goals, review progress, and celebrate growth to build ownership of learning.

• Benchmark Advance Curriculum:
  Core ELA instruction aligned with the B.E.S.T. Standards and district Evidence-Based Reading Plan.
• Differentiated Small-Group Instruction:
  Based on diagnostic and formative assessments, teachers provide tiered lessons to meet individual student needs.
• Explicit Phonics & Vocabulary Instruction:
  Emphasis on foundational literacy for primary grades and comprehension strategies for upper grades.

• Tier 2 Supports:
  Supplemental small-group instruction during the school day targeting specific standards not mastered.
• Tier 3 Supports:
  Intensive, individualized interventions with progress monitoring and are closely monitored with the appropiate intervention.
• Behavior & Attendance Supports:
  Check-in/Check-out, mentoring, parent conferences, and attendance incentives are employed for students flagged for non-academic early warning indicators.

• Ongoing PD equips teachers with strategies for data-driven instruction, scaffolding, and implementing the Comprehensive Reading Plan.
• Instructional coach provide model lessons, co-teaching, and feedback cycles to ensure fidelity of interventions.

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