Once at-risk students have been identified through an Early Warning System, LEAs and schools will determine interventions that will best meet the student’s needs. The relevance of the evidence, specifically the setting and/or population of the evidence, as well as local capacity to support interventions may predict how well an evidence-based intervention will work in a local context.
Evidence-Based Interventions (EBI) are strategies, practices, and programs with available research documenting their effectiveness and data suggesting that if used as designed, they will enhance student progress. EBIs are content specific and should be based on the needs of the students in need of intervention.
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Select Evidenced-Based Interventions An LEA School Guide for Identifying Evidence-Based
Evidence-Based Practices: What, Why, Where and How?
Evidence-Based Practices Resource Links
Visible Learning Plus 250+ Influences on Taxonomy of Intervention Intensity: Academic and
Student Achievement Behavior -
National Center on Intensive Intervention at American
Institutes for Research (AIR)
Once students are identified as being at-risk for dropping out, the next step is to select interventions and strategies that will meet their needs. If students are flagged for attendance, it would be important to identify interventions or strategies to support regular school attendance. Frazelle and Nagel (2015) suggest schools develop a list of all possible supports currently provided to help teachers’ access specific supports and strategies.
The School Completion Strategies that Work in Rural Schools resource provides an example Indicator- Intervention map below.
NiRN Hexagon Discussion Analysis Tool School Improvement Specialist Field Guide Tool 4.3
Determining when the chosen interventions will be implemented is an important step that must be considered. Implementing interventions effectively requires time for both the planning and delivery of interventions.
Strategies for Scheduling
Students missing 10 percent or more of school, excused, unexcused or from suspensions, are severely at-risk for academic failure. Keeping students in school must be a priority for LEAs and schools. Proven strategies and interventions for keeping students in school that have impact at the district, school, and individual student levels are provided below.
Data Visualization Can Help Educators Tiers of Intervention to Reduce
Address Chronic Absences Chronic Absence
These resources support the principle that students of all ages experience a reduction in unnecessary discipline referrals, increased achievement and social emotional well-being when effective evidence-based practices are implemented in equitable and safe learning environments.
Classroom Behavior Strategies Metro South GLRS Top 17 Classroom Management Strategies
Trifold Strategies for Every Classroom
Analyzing Student Level Disciplinary Behavior Reflection Sheet for Young
Data: A Guide for Districts Children
Behavior Reflection Sheet for Early Behavior Reflection Sheet for Adolescents
Reducing Behavior Problems in the Closing Instructional Gaps by Opening Restorative
Elementary School Classroom Spaces: A BOLD Shift in Practice and Protocol - NEW
Behavior Support for Intensive Intervention
Alternatives to Suspension
Instead of Suspension - Alternative How Does Early Childhood Suspension Relate
Strategies for Effective School Discipline to Achievement in Reading and Math
LEAs and schools that provide tiered academic supports for students to improve course performance, encounter greater student engagement, increased achievement, fewer discipline referrals, and a greater sense of social connectedness. The resources below provide assistance for LEAs and schools on improving course performance for students.
Specialized Instructional Strategies CAGLRS Processing Deficits, Accommodations and
Self-Study Guide for Implementing High Implementing Evidence-Based Literacy
School Academic Interventions Practices
A growing body of research has emerged that demonstrates that well-being and connectedness skills are essential to students’ learning and life outcomes. The resources below provide LEAs and schools with tools to determine programs and curriculum that would positively impact the students and families that they serve.
How Social-Emotional Learning Helps Children Succeed
Bibb County Tardy & Attendance Initiative "Don't Be Late or You will Miss Something Great!"
Brantley County Failing Grades and Solutions Tracker
Check and Connect Leadership Launch May 2021
DeKalb County EWS Data Collection Process
Effingham County Check and Connect PDF with embedded video
Griffin-Spalding County Schools MTSS Promising Practices
Wayne County Check and Connect
White County Check and Connect
Disclaimer: We have taken all reasonable care to ensure that the information contained within these pages is accurate and up-to-date. We do not endorse any non-Georgia Department of Education websites or products contained within these pages or through external hyperlinks. These webpages and documents provide only a sampling of available resources and in no way should be considered an exhaustive list of available resources. It is at the discretion of individual districts and schools to determine appropriate resources to serve stakeholders. Email
email@example.com to recommend additional resources.