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CAstudyconductedbyBranchingMinds,aned-techcompany,foundthat60-70percentofstudents who were identified as needing additional social-emotional support were also identifiedas needing additional academic support.Tounderstand thelinksbetweensocial-emotionallearning(SEL)andacademicoutcomes,the study analyzed student screening assessments for social-emotional skills and reading andmath performance of nearly 4,000 K-8 students in the 2021 — 2022 school year.math performance. However, there's still a gap in understanding how those pieces of data shouldbeintegratedandusedtogethertocreateinterventionplansforstudents.studentsperformingbelowacademicstandards,meaningthatstudents’social-emotionalstrengths could be used to boost their academic achievement.Therefore,it would bebeneficialfor educators to think about more integrated support plans for struggling students.For example, if students struggling with reading are very social,“How can we build that intoa support plan, and perhaps make these targeted or individualized reading support groups moresocial and play to that strength that they have?"” asked Essie Sutton, the director of learningscience atBranchingMinds.“Perhaps the students could takeontheroleofteachers andexplainsomething to their peers in order to help them practice reading comprehension,as well as socialskills”Sutton added.The study recommended that results from academic, social-emotional,and behavioralscreeners should be used for developing intervention plans for students.“It's really important toschool leaders should ensure that their academic, behavioral, and social-emotional support teamsprocess of creating intervention plans.28.HowdidBranchingMindsobtainthelinksbetweenstudents’academicperformancesandSELskills?A.By giving students tests.B.Byinterviewingstudents.C. By conducting data analysis.D. By carrying out experiments.29.WhatcanweinferfromParagraphs3and4?A.Academic achievement is critical to intervention plans.B.StudentswithstrongSELskillsmightdowell academicallyC.Thedatahavebeenintegratedintoeffectiveinterventionplans.D. There's a long way to go before the data are understood.30.Whatcouldbedoneforsociablestudentswithreadingproblems accordingtoSutton?A.Makingthemostoftheirsocial strengths.B.Providing them with additional reading materials.C.OrganizingmorereadingsupportgroupsforthemD.Encouragingthemtoconsult theirpeers aboutreading31.Whichofthefollowingisessentialfortheestablishmentofinterventionplans?A.Technology.B.Flexibility.C.Assessment.D.Cooperation.英语第5页（共10页)