Targeted Interventions

Targeted Interventions

Published: 8/2/2022 3:56 AM
​It is important that students receive highly effective, culturally responsive, evidence-based, developmentally appropriate instruction within the general education classroom (or the core instruction). Highly effective teaching occurring in the classroom would include differentiation to help address the academic needs of students. That differentiation could occur in a variety of ways, but would employ strategies that allow the teacher to best address the needs of the students.

Targeted interventions are planned, carefully considered interventions that occur when students do not meet the grade level expectations (i.e. benchmarks) that are necessary for academic progress. Ideally, schools would use Universal Screener data (that can be triangulated with other student assessment data) to make informed decisions regarding interventions for students. If a student is determined to be behind grade level expectations (i.e. benchmarks), then the student would be selected for intervention services.
Diagnostic assessment data is a necessary next step to determine the individual student’s specific needs. The diagnostic screening would indicate what specific skills/ content a student has not mastered so that targeted intervention instruction could then occur.

Targeted Interventions could occur in several different areas, or for many different reasons.

Extended School Services (ESS)​The Extended School Services (ESS) program is a proactive program designed to assist individual students who are having difficulty in one or more content areas. 

Targeted Transitional Interventions: For students who do not meet high school and college readiness benchmarks, regulation requires that those students take a transitional course or are provided with intervention services that are monitored for remediation needs. The intent is to help students meet college readiness benchmarks prior to graduation from high school so that they do not have to take remedial or developmental courses in college.
Kentucky's Multi-Tiered System of Supports (KyMTSS):  Students’ progress in Preschool through grade 12 should be consistently monitored and reviewed to ensure they are meeting grade level academic and social-emotional behavioral expectations. If high quality classroom instruction and evidence-based  behavioral and/or social emotional supports, complete with differentiation, and/or grade level benchmark assessments do not result in the student subsequently meeting grade level expectations, then there should be a well-planned, organized system of intervention in place to help address the student’s needs.

Rebecca Atkins
Office of Special Education and Early Learning
Division of IDEA Implementation and Preschool
300 Sower Blvd., 5th Floor
Frankfort, KY 40601
(502) 564-7056 Ext. 4708
Fax (502) 564-6470

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