As school leaders, we strive to create positive outcomes for students and their academic performance. This session explores how our school used ECATS Early Warning Systems (EWS) and Core Plans to define, address, and monitor student progress over a two year span. We will demonstrate how teams collaborated to interpret data from universal screeners to address core needs, while adjusting small group instruction around diagnostic assessments. Using and tracking data our school made informed decisions for scheduling, human resource allocation, and curriculum resource purchases. Academic support provided targeted assistance and progress monitoring to ensure students reach individual goals. This has contributed to positive gains in performance over a two-year period: overall composite increase of 20 points, math composite increase of 25 points, reading composite increase of 10 points, meeting growth in all sub-groups. With growth in all areas, federal and state designations were removed, including: low-performing, ATSI-SWD (additional targeted support and improvement - students with disabilities). By implementing practices to address core deficits, school leaders can effectively identify at-risk students early and provide interventions to create systemic school-wide changes. Presenters: Katie Henderson, Elisabeth Bernhardt