Panorama Solara provides AI-supported intervention recommendations based on student indicators and allows teams to track support over time.

Innovare’s three-click MTSS workflow allows teachers to generate and assign interventions in seconds, including selecting from built-in follow-up frequencies, ensuring interventions are regularly reviewed and updated. The three-click workflow assigns owners, updates statuses, and sets follow-ups, ensuring interventions are tracked.

This CASEL-aligned SEL curriculum equips teachers with easy, flexible tools to deepen social-emotional learning. Differentiated curriculum by grade level (K-12) and pre-/post-SEL competency surveys support student growth over time

So What

Systems that support schools and districts to efficiently assign interventions tied to specific at-risk indicator statuses can establish meaningful learning opportunities for teams about intervention effectiveness and in which contexts.

Context Setting

Before building a suite of custom dashboards and tools, Lynwood Unified School District (LUSD) staff struggled to access the student data they needed in a timely and usable format. Also, the SIS wasn’t configured to effectively track student interventions.

Innovation/Partnership

To address these challenges, LUSD leveraged an in-house secondary data lead with software development skills to develop and maintain a suite of custom dashboards and tools. Each provides role-specific functionality that ensures the appropriate staff have access to the most relevant, real-time, and actionable data for their responsibilities—from teachers tracking academic interventions to counselors managing behavioral supports to administrators monitoring classroom observations. One of these custom tools, the Academic Intervention and Monitoring for Students (AIMS), is a system for tracking academic interventions assigned by teachers. The new system features relevant access for each staff member. Shown here are a school level dashboard showing on-track status and a school dashboard of the Positive Behavioral Interventions and Supports, which is updated nightly with thresholds tailored by grade level for developmental relevance. The AIMS tool identifies English Learner typology and other notable demographic information for each student, generates PDF contracts for accountability, and sends automated email alerts to intervention coordinators. The intervention tracking system includes group intervention assignments, student level inputs, and a counseling module, all of which update to the SIS.

Impact

Since implementing their comprehensive data tracking system, the system has facilitated robust intervention tracking, with 593 high school interventions entered in the AIMS tool during the 2024-25 school year alone. Processes for identifying students in need of support are now streamlined. Interventions are better aligned with district priorities around college and career readiness. School and district level staff feel positive about improved tracking of intervention effectiveness and increased access to intervention details.

Strategy Fit

Consider this strategy if your district has:

• Difficulty tracking assignment of interventions
• Inconsistent intervention practices within and across schools
• Challenges efficiently grouping students with similar needs to common interventions
• Lack of clarity regarding effectiveness of interventions

Roadmap

• Curate a list of vetted interventions
• Map curated interventions to specific at-risk indicators
• Develop functionality to allow users to assign indicator-specific interventions
• Support users to use detailed indicator-specific reports and other context-specific criteria related to a student or student groups to select an appropriate intervention
• Ensure functionality allows efficient intervention assignment to a single student or a group of students at one time
• Track student progress
• Create a feedback cycle that informs, contextualizes, and updates intervention relevance for identified criteria

Learn more about this district’s approach in the District-Led Innovation Showcase report.

So What

Aligning intervention decisions to graduation progress data can help districts prioritize support earlier and ensure interventions directly address long-term student success outcomes.

Context Setting

Before implementing the New Visions Data Portal, New York City Public Schools (NYCPS) faced challenges coordinating intervention planning across schools and teams. Educators often relied on fragmented systems and disconnected data sources to determine which students needed support, making it difficult to consistently align interventions to graduation readiness goals.

Innovation/Partnership

To improve intervention planning, NYCPS partnered with New Visions for Public Schools to integrate course completion, credit accumulation, Regents performance, and attendance data into the New Visions Data Portal. Educators, counselors, and student success teams used the system to identify students who were falling off track for graduation and connect them to targeted supports earlier in the school year. The Portal allowed teams to group students based on shared risk indicators and align interventions more directly to graduation-related needs.

Impact

By connecting intervention planning to graduation progress indicators, NYCPS improved teams’ ability to identify students needing support earlier and coordinate interventions more consistently across schools. This approach helped shift intervention planning from reactive support toward more proactive and prevention-focused student success practices.

Strategy Fit

Consider this strategy if your district has:

• Difficulty aligning interventions to long-term student success goals
• Student support decisions based on fragmented or disconnected data
• Inconsistent intervention planning practices across schools
• Challenges identifying students quietly falling off track for graduation
• Limited visibility into how academic indicators connect to intervention needs

Roadmap

• Identify which student indicators should guide intervention planning
• Align intervention workflows to graduation readiness or student success goals
• Centralize student data into shared dashboards or reports
• Establish thresholds for identifying students needing intervention
• Create recurring student success meetings to review intervention needs
• Continuously refine intervention planning practices based on student outcomes

Learn more about this district’s approach to student success in the District-Led Innovation Showcase report.

So What

Using structured student data review processes can help districts assign interventions more consistently while still allowing teams to personalize support based on individual student needs.

Context Setting

Before refining its intervention assignment process, Demopolis High School needed a more coordinated way to determine which students required support and what interventions would be most appropriate. Intervention decisions often depended heavily on individual educator knowledge, making it difficult to create consistency across teams and ensure students received timely support.

Innovation/Partnership

To improve intervention planning, Demopolis used its predictive indicator tracking system to regularly review attendance, behavior, and course performance data during student success meetings. Educators and support staff worked collaboratively to identify students crossing risk thresholds and determine which interventions or supports best aligned to each student’s needs. This process combined structured data review with educator insight and relationship-based knowledge of students.

Impact

This approach improved consistency in how interventions were assigned and helped teams identify support needs earlier in the school year. By grounding intervention planning in shared student data, Demopolis strengthened coordination across educators and created more personalized support strategies for students.

Strategy Fit

Consider this strategy if your district has:

• Inconsistent intervention assignment practices
• Difficulty coordinating intervention decisions across teams
• Heavy reliance on informal educator knowledge alone
• Delays in identifying students who need support
• Challenges connecting student data to actionable intervention planning

Roadmap

• Identify the student indicators that should trigger intervention discussions
• Create recurring student success meetings to review student data
• Define shared thresholds or criteria for assigning interventions
• Develop intervention tracking structures to monitor student support
• Encourage collaboration between educators, counselors, and support staff
• Continuously refine intervention practices based on student outcomes and team feedback

Learn more about this district’s approach in the District-Led Innovation Showcase report.