; (II) using challenging and relevant research-based best practices and curricula; (III) using data to inform instruction; and (IV) increasing student engagement and social and emotional learning competencies. (iii) Identify and disseminate information on effective schools and instructional strategies for middle grades students based on high-quality research. (iv) Identify and provide support for students most at risk of not graduating from secondary school, including English learners, students with disabilities, and low-income students. (v) Provide technical assistance to eligible entities to develop and implement their early warning indicator and intervention systems, as described in section 104(d)(2)(D). (vi) Define a set of school performance indicators that shall be used, in addition to the indicators used to identify schools for comprehensive support and improvement under section 1111(c)(4)(D)(i) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6311(c)(4)(D)(i) ), to evaluate school performance and guide the school improvement process, such as— (I) student attendance and chronic absenteeism; (II) earned on-time promotion rates from grade to grade; (III) percentage of students failing a mathematics, reading or language arts, or science course, or failing 2 or more of any courses; (IV) teacher preparation, experience, effectiveness, and attendance measures; (V) in-school and out-of-school suspension or other measurable evidence of at-risk behavior, including any disparities in rates among subgroups of students, as defined in section 1111(c)(2)) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6311(c)(2) ); (VI) data collected by the Civil Rights Data Collection survey conducted by the Office of Civil Rights of the Department of Education