This study utilized a team approach to develop a student support structure for at-risk ninth grade students with disabilities at one high school in a suburb of a large city in the southeastern United States. This research was guided by three research questions:1. How does the action research team describe the process of designing and implementing an early warning system support structure for at-risk ninth grade SWD? 2. How can school leaders support the process of designing and implementing an early warning system support structure for at-risk ninth grade SWD? 3. How do teachers describe the impact of an early warning system support structure for at-risk ninth grade SWD? The research team built this support system under the Core Theory of Success framework. The foundation of this support system was relationships. Identified targeted areas in need of support indicated clearly defined tier-one, tier-two, or tier-three interventions. The action research team quickly determined that supporting student attendance typically required additional supports in behavior, course completion, or social-emotional needs. This six month case study involved two research cycles. The first cycle involved developing interventions for the identified support areas. The second cycle involved implementing the identified interventions. This study was informed by both qualitative and quantitative methods with the emergence of three themes for each research question. The researcher noted the prevalence of the findings and recognized the limitations of the study, primarily the impacts of the COVID-19 global pandemic and the various levels of impact this had on the implementation of and outcomes of the study.