This document discusses evidence-based practices (EBPs) for teaching students with mild to moderate intervention needs. It defines EBPs as interventions supported by experimental research showing they positively impact student outcomes. While EBPs may not always work, teachers should use those most likely to succeed first. EBPs do not restrict creativity but require fidelity. Teachers are encouraged to use EBPs to secure academic and behavioral goals for students. The document reviews current and recommended readings on EBPs for different disability categories and implementing EBPs in the field.