; (C) use funds to close achievement gaps and improve the academic achievement of all students, including English learners and students with disabilities, in eligible schools; (D) implement an early warning indicator and intervention system to alert schools when students begin to exhibit outcomes or behaviors that indicate the student is at increased risk for low academic achievement or is unlikely to progress to secondary school graduation, and to create a system of evidence-based interventions to be used by schools to effectively intervene, by— (i) identifying and analyzing, such as through the use of longitudinal data of past cohorts of students, the academic and behavioral indicators in the middle grades that most reliably predict dropping out of secondary school, such as attendance, chronic absenteeism, behavior measures (including suspensions, officer referrals, or conduct marks), academic performance in core courses, and earned on-time promotion from grade-to-grade, and other relevant indicator of student academic performance as included in schoolwide program plans under section 1114 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6314 ); (ii) analyzing student progress and performance on the indicators identified under clause (i) to guide decision making; (iii) analyzing academic indicators to determine whether students are on track to graduate on time, and developing appropriate evidence-based intervention; and (iv) identifying or developing a mechanism for regularly collecting and reporting— (I) student-level data on the indicators identified under clause (i); (II) student-level progress and performance, as described in clause (ii); (III) student-level data on the indicators described in clause (iii); and (IV) information about the impact of interventions on student outcomes and progress