Early Warning Systems (EWS) are research-based analytics that use statistical models to assess dropout risk. School leaders use this analytic to consolidate data about a student and provide actionable data to craft an intervention. Little is currently known about the processes involved in school implementation or data use. By analyzing Montana EWS data from the past 10 years to see if it is effectively used in interventions whose outcomes demonstrate a linkage back to the data, this case study addresses this data use (the first step in the logic model of intervention).