Are there interventions available beginning in kindergarten? What are the interventions available for students in grades K-3?

State Kindergarten-Through-Third-Grade Policies

Are there interventions available beginning in kindergarten? What are the interventions available for students in grades K-3?

June 2018

This information was collected from state statutes, rules and regulations. A profile was sent to each state for review and modification, as needed.

Are there interventions available beginning in kindergarten? What are the interventions available for students in grades K-3? Citations
Alabama Assistance programs are available at each school for at-risk students performing below state standards. Assistance programs may include: summer school, after-school, or Saturday school tutorial programs. 16-6B-3
Alaska Interventions are available to students who are in a priority school. Schools that are designated as priority schools must provide at least 30 minutes per day for interventions in reading for students in kindergarten through sixth grade who are reading below grade level. Alaska Admin. Code tit. 4, § 06.864
Arizona Interventions are available in K-3 and include: supplemental instruction, family engagement, progress monitoring. For third-grade students being retained, interventions can include evidence-based reading intervention, summer school, before or after school reading programs, or small group instruction. Ariz. Rev. Stat. Ann. § 15-704, Ariz. Rev. Stat. Ann. § 15-701-C
Arkansas Interventions are available in K-4 grades and include: academic improvement plans, supplemental instruction, progress monitoring. Ark. Code Ann. § 6-15-420
Ark. Code Ann. § 6-15-2004
Ark. Code Ann. § 6-16-704
California Interventions available in grades 2 and 3. Interventions include summer school or additional instruction outside of the standard school year. Cal. Educ. Code § 48070.5
Colorado Interventions are available for K-3 students and are detailed in the READ act, which creates individual student plans. Colo. Rev. Stat. Ann. § 22-7-1205,
Colo. Rev. Stat. Ann. § 22-7-1206
Connecticut Interventions available in K-3 for schools that are participating in the intensive reading instruction program. Interventions include weekend education programs, reading interventionists at each school to develop reading remediation plans, supplemental instruction, family engagement, progress monitoring, summer school, and after school programs. Conn. Gen. Stat. Ann. § 10-14u
Delaware Interventions available in grade 3 for students that have been previously retained and include: academic improvement plans, summer school, supplementary instruction and mentoring programs. 14 Del.C. 153
District of Columbia Interventions are available in K-3 and may include: summer school programs for students that have been previously retained. D.C. Code Ann. 38-781.05
Florida Students in kindergarten through third grade who exhibit a deficiency in reading must be provided with intervention services. Interventions must be intensive, explicit, systematic, and multisensory. Fla. Stat. Ann. § 1008.25 (5)(a)
Georgia Interventions include class augmentation, self-contained, reduced class size, pull-out or Reading Recovery. Ga Comp. R. & Regs. 160-4-2-.17
Hawaii Not specified in statute, rules or regulations.
Idaho A student shall receive an individual reading improvement plan. School districts and public charter schools shall established an extended time literacy program for K-3 students who score basic or below basic on the fall reading assessment. Idaho Code Ann. § 33-1616
Illinois Funds to hire reading specialists, reading teachers and aides to provide early reading intervention in K-2 and provide support in grades 3-6 are available through the reading improvement block grant program. 105 Ill. Comp. Stat. Ann. 5/2-3.51
Indiana Scientifically-based reading strategies, instruction by an effective teacher, at least ninety (90) minutes of reading instruction daily, tutoring, family engagement, a mentor or tutor with specialized reading training, extended-day programs or supplemental instruction services. 511 Ind. Admin. Code 6.2-3.1-5
Iowa School districts must provide intensive reading instruction to students who are not reading proficiently. Dependent on funding, interventions include small group instruction, reduced teacher-student ratios, more frequent progress monitoring, tutoring or mentoring, extended school time and summer reading programs. Iowa Code Ann. § 279.68
Kansas Interventions may include individual instruction, alternative teaching methods, restructured school days and extended learning time. Kan. Stat. Ann. § 72-3567
Kentucky Every elementary school must provide intervention services for students who need them. The department of education will provide technical assistance to local districts to improve screening processes, using screening data to design instructional interventions, use of multisensory instructional strategies, monitoring student progress and supplemental instruction. Ky. Rev. Stat. Ann. § 158.791
Louisiana Not specified in statute, rules or regulations.
Maine Interventions include specialized instruction and progress monitoring. Me. Rev. Stat. tit. 20-A, § 4710
Code Me. R. tit. 05-071 Ch. 101, § III
Maryland Interventions are available in grade three. Interventions include enrollment in a reading assistance program. Md. Code Ann., Educ. § 7-202
Massachusetts Not specified in statute, rules or regulations.
Michigan K-3 interventions are available. Interventions include a multi-tiered instruction model, targeted instructional support, individual or group interventions, progress monitoring and family involvement Mich. Comp. Laws Ann. § 388.1635a
Mich. Comp. Laws Ann. § 380.1280f (2a-e)
Minnesota Interventions include family engagement, summer school, supplemental instruction, extended day programs, or programs that strengthen students’ cultural connections. Minn. Stat. Ann. § 120B.12
Mississippi Interventions include supplemental instruction, family engagement with at-home reading strategies, and transition classes. Interventions for students who are retained in third grade may include small group instruction, reduced student-teacher ratios, tutoring, transition classes, extended school time, summer reading camps, high performing teachers and a read-at-home plan. Miss. Code. Ann. § 37-177-1 et. seq.
Missouri Third grade interventions include a reading improvement plan and summer school instruction. K-3 interventions include a reading improvement plan and individual or group reading activities. Mo. Ann. Stat. § 167.645
Mo. Ann. Stat. § 167.268
Montana Not specified in statute, rules or regulations.
Nebraska Not specified in statute, rules or regulations.
Nevada K-3 interventions include a program to provide intensive instruction, small group reading sessions and supplemental instruction. Elementary schools must designate a learning strategist. Nev. Rev. Stat. Ann. § 388.159
New Hampshire Not specified in statute, rules or regulations. NH ADC 306.37
New Jersey District boards of education shall establish and implement a system for intervention and referral services. The intervention and referral system should be designed to assist students who are experiencing learning, behavior, or health difficulties and to assist staff who have difficulties addressing students' learning, behavior, or health needs. N.J. Admin. Code § 6A:16-8.1
New Mexico Optional full-day kindergarten: students who are under-performing on interim assessments receive targeted and intense interventions. K-3 Plus: schools must provide intervention services based on the Three-Tier Model of Student Intervention to students who are not meeting grade level requirements in math and reading. Reading Initiative: based on reading assessments, public schools must establish an individualized reading plan for students who fail to meet grade level reading proficiency standards. First through Third Grade: Interventions include tutoring, extended day or week programs, and summer programs. N.M. Admin. Code 6.30.5
N.M. Stat. Ann. § 22-13-1.3: N.M. Admin. Code 6.30.12
N.M. Stat. Ann. § 22-2C-6
New York Intervention available in K-3. N.Y. Comp. Codes R. & Regs. tit. 8, § 117.3
N.Y. Comp. Codes R. & Regs. tit. 8, § 149-1.2
North Carolina Interventions include reading camps, group or individual tutoring, extended learning time, and supplemental instruction. N.C. Gen. Stat. Ann. § 115C-83.6
N.C. Gen. Stat. Ann. § 115-83.8
N.C. Gen. Stat. Ann. § 115C-83.3
North Dakota Remedial intervention programs in mathematics and reading are available for students in kindergarten through 8th grade. N.D. Cent. Code Ann. § 15.1-21-16
Ohio District board must provide intervention services to student whose diagnostic assessments show that they are failing to make satisfactory progress towards attaining the academic standards for their grade. Ohio Rev. Code Ann. § 3301.0715
Oklahoma Students who are found not to be reading at grade level, as measured by K-3 reading assessments, are entitled to individualized remediation in reading until the student is determined by the results of a screening instrument to be reading at grade level. Interventions may include: additional instructional time, after school tutoring, and summer school programs. Students that have been retained must engage in a minimum of ninety minutes of daily uninterrupted, scientific-research-based reading instruction as well as any of the following interventions: individualized instruction, small group instruction, reduced teacher-student ratio, progress monitoring, tutoring or mentoring, transition classes containing third and fourth grade students, extended day/week/year programs, and summer school. Okla. Stat. Ann. tit. 70, § 1210.508C
Oregon Not specified in statute, rules, or regulations.
Pennsylvania Interventions are available for students of greatest need for intensive reading instruction through the Read to Succeed Program. 24 Pa. Stat. Ann. § 15-1501-B
Rhode Island Supplementary literacy instruction may be required for educationally disadvantaged students. The commissioner of elementary and secondary education can stipulate for each school district the specific cutoff points and grades for required service for each year. 16 R.I. Gen. Laws Ann. § 16-67-2
South Carolina Interventions is available to students in K-3 who are below grade level in reading. Interventions include: supplemental instruction, family engagement, reading specialists, individual and small group tutoring, progress monitoring. Students eligible for retention may enroll in a summer reading camp. S.C. Code Ann. § 59-155-110
S.C. Code Ann. § 59-155-150
S.C. Code Ann. § 59-155-160
South Dakota Intervention is available to students in kindergarten through third grade. Interventions include, providing educational and behavioral evaluations, services and supports, including scientifically-based literacy instruction S.D. Codified Laws § 13-37-55
Tennessee Intervention is available beginning in third grade for students who score below proficient in reading, language arts, and mathematics. The Department of Education shall assist local education agencies in identifying effective intervention programs. Tenn. Comp. R. & Regs. 0520-01-03-.03
Texas Intervention is available in third grade through high school for students who fail to perform satisfactorily on a state assessment. School districts must provide students who do not perform satisfactorily with accelerated instruction in the subject area they failed to perform satisfactorily. The interventions can be offered outside of the instructional day. Tex. Educ. Code Ann. § 28.0211
Utah Interventions are available for students in K-3 who lack competency in reading skill or lag behind other students in their grade as demonstrated on benchmark assessments. Interventions components: focused instruction in small groups and individualized instruction based on the student's needs, best practices identified through proven research, materials and guidance for parents or guardians so that they can assist their child in attaining competency in reading skills, and provide parents with information on appropriate interventions available through tutoring, before and after school programs, or summer school. Funding for enhanced kindergarten programs is available for programs that focus on age-appropriate literacy and numeracy skills, use evidence based models, target at-risk students, and deliver intervention through additional hours, technology, or other means. Utah Code Ann. § 53A-1-606.5
Utah Code Ann. § 53A-1-606.6
Utah Code Ann. § 53A-17a-167
Vermont Interventions are available to students in fourth grade whose reading proficiency falls below third grade reading expectations. Schools must provide supplemental instruction and support and information for parents and legal guardians. Vt. Stat. Ann. tit. 16, § 2903
Virginia Interventions are available to students in kindergarten through third grade in reading. Students who demonstrate deficiencies on reading tests must be provided with reading intervention by the local school division. Reading intervention services may include: tutoring, in class direct instruction, and extended day or year instruction for the specific student. Va. Code Ann. § 22.1-253.13:1
Washington K-4 interventions are available in any school where more than forty percent of the tested students are not proficient. Third grade and fourth grade interventions are available for schools below forty percent. Interventions include: summer reading program or other options to meet the students needs to prepare them for fourth grade. Wash. Rev. Code Ann. § 28A.655.235
Wash. Rev. Code Ann. § 28A.655.230
Wash. Rev. Code Ann. § 28A.165.335
West Virginia Interventions are available in K-3. Interventions can include literacy instruction before, during, and after school, and in the summer. W. Va. Code Ann. § 18-2E-10
W. Va. Code R. 126-30-3
Wisconsin Interventions are required for all K-4 students. Interventions provided to students must be scientifically based and must address all areas in which the student is deficient in a manner consistent with the state standards in reading and language arts. Wis. Stat. Ann. § 118.016
Wyoming Interventions are available for students who do not show appropriate reading competence on the K-3 reading screening. Student who do not demonstrate competency are placed on a individual reading plan that is evidence based. Wyo. Stat. Ann. § 21-3-401

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