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.

Absences reflect at least 25% of the students are absent for more than 10% of the school year.  Data also reflects a larger percentage of students in grades 1st and 2nd have at least two early warning indicators.  Which impacted 1st grade ELA state assessment.  The data indicated 45% of the students scored at a deficient level on the ELA assessment.

Based on a review of prior year achievement data, our Area of Focus is to increase reading comprehension proficiency among English Language Learners (ELLs) in first and second grade through targeted, explicit instruction in phonemic awareness, phonics, vocabulary development, and oral language skills. Data analysis revealed that many of our ELL students struggled with foundational literacy skills, limiting their ability to decode words accurately, read fluently, and comprehend grade-level texts. Strong phonemic awareness and phonics skills are essential building blocks for reading success and provide the foundation needed for students to access increasingly complex texts and demonstrate comprehension.  This focus was identified through the analysis of state assessment data, district progress-monitoring assessments, classroom performance data, and language proficiency measures. The data indicated a need to strengthen foundational literacy skills and reading comprehension among ELL students in grades 1 and 2. Many students demonstrated gaps in phonemic awareness, decoding, vocabulary, and oral language development, which negatively impacted their ability to comprehend text independently.

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