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Step 2: Select Intervention


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 student. When selecting EBIs it is important to ensure they have been shown to be effective in working with types students (i.e. age, grade, deficit area, etc.) we plan to use them with and that there is adequate research evidence to support their effectiveness.  Click each image to access resource, presentation or full document.

Select Evidenced-Based Interventions      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.

        Indicator-Intervention Maps 



NiRN Hexagon Discussion Analysis Tool


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
Elementary School Classroom


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


Classroom Management

Behavior Contracts





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 
                                                                                                                 Instruction Strategies


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 

    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


    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 to recommend additional resources.