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.

In grades K-5, we use a wide variety of methods to determine weakness and tailor the intervention to address the weakness. Each student in need is brought up to CPST and we discuss best intervention to use with the student. In K/1 we have implemented UFLI on a daily basis to improve our weakness in phonics. We also do Heggerty on a daily basis for kindergartens. We use phonics for reading in grades 2-5.  If student is weak in vocabulary we use wordly wise and comprehension we use QAR, or benchmark advance intervention. In addition, we use iReady to supplement with tier 2 or 3. The ESOL students will use Imagine Learning. They are given a small group intervention with fidelity and progress is monitored every 6-8 with imbedded progress monitoring programs within the intervention. The progress is documented in CPST.
In grades 6-8, we have an intensive reading class where we use READ 180 and monitor their progress through the mini-assessments. 
All of the tier 2 AND tier 3 interventions are implemented with a reading endorsed teacher. 
In addition this, we have Extended Learning Opportunities for those at risk. We offer additional support in both reading and math through camp before school. 

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