Intervention is a multi-tiered approach to the early identification and support of students with academic, behavioral, and mental health needs. The intervention process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions by a variety of personnel at increasing levels of intensity and duration to increase their rate of learning. Progress is closely monitored to assess both the rate of learning and level of performance of individual students. Educational decisions regarding the intensity and duration of interventions are based on the individual student's response to those interventions. Students whose performance and rate lag more than one year behind that of their peers receive more specialized remediation or intervention within general education.

    Intervention referrals can be initiated for a number of reasons. Many common reasons include:

    • Low scores on skills-based assessments
    • Failing grades
    • Excessive missing or partially completed assignments
    • Excessive absences
    • Behaviors that prevent a student from accessing instruction
    • Behaviors that affect relationships with peers and adults
    • Concerns with personal well-being, social/emotional needs

    Initial concerns should always be addressed with the classroom teacher. The teacher may have strategies to remediate the concern within the normal confines of the classroom. If strategies are not available for a specific need, or strategies are ineffective, a referral for intervention is an option.

    A student's teacher, counselor, or parent may refer a student for intervention. A referral generally starts with the student's teacher or school guidance counselor, who will bring academic or behavior concerns to the campus MTSS team.  The MTSS decision-making team includes administrators, counselors, the child's teacher(s), and specialists as needed. The MTSS team will collect relevant data in order to determine a need for intervention and the most appropriate course of action for providing intervention. The team will consider the duration and frequency of support required for the student to make adequate progress for success.  A parent will be notified when a student begins receiving intervention.

    If a parent suspects their child may have a disability, they may request an evaluation for special education or 504 services.  Local educational agencies have an obligation and requirement under federal law (34 CFR § 300.111 Child Find) to see that evaluations of children suspected of having a disability are not delayed or denied because of schools using an intervention strategy.

    Tier 3 intervention at the secondary campuses

    Multi-Tiered System of Supports (MTSS): A Parent's Guide for Secondary Students

    Elementary Reading

    Elementary Math

    Secondary Reading

    • Learn Zillion - scroll to bottom of page for free instructional videos (curriculum & materials require a subscription)
    • ReadTheory

    Secondary Math

    • Learn Zillion - scroll to bottom of page for free instructional videos (curriculum & materials require a subscription)
    • Khan Academy

    Study Strategies and Organization

    Behavior Support

    Social/Emotional Support

    Nationally Recognized Supports for Educators and Families


    Peggy Simmons
    Intervention Coordinator
    Phone: 512.858.3069