Content Intervention » K-12 Intervention Overview

K-12 Intervention Overview

PRA is dedicated to supporting the success of all learners and has prioritized a dedicated group of educators to offer remedial instruction and academic support in the areas of literacy, math and executive functioning in grades K-8 to students who demonstrate needs in this area.
Elementary School:
Content intervention at the elementary level is provided for students needing specialized instruction in math and/or literacy.  Our Elementary Math and Literacy content specialists work with classroom teachers to identify students with specific academic needs (based on assessments, classroom data and teacher feedback) who would benefit from targeted interventions. These students are pulled, during their grade-level Access time, to work with the specialists and interventionists either individually or in small groups. Access time is a type of study hall, so these students do not miss any core instruction.
Middle School:
Content intervention at the middle level looks similar, however, in addition to identifying and monitoring students of concern, interventionists have the option to either pull small groups for remedial instruction or push into the content area classrooms to support within the authentic learning environment. This allows students to get instruction to fill in learning gaps but also get support with classroom work as well, as needed. Students are selected for intervention support based on student need indicated by classwork, assessment data and teacher feedback. The format of support/instruction depends on individual student needs.
High School:
At the high school level, content intervention is based on a focus towards in-class support, primarily in the areas of math, language arts and science. Interventionists also offer support during academic recovery as needed. 
The K-8 intervention team provides support and instruction in a variety of student centered methods and is dedicated to the academic success and confidence of each learner here at PRA

“My student is struggling in school. I’m concerned. Now what?”  

Below you will find the Academic Improvement Flowchart. This has been created to help parents and guardians understand the process towards academic success for their learner. 


At Home: 

For a learner to reach their fullest academic potential, home support is essential. There are many strategies at home that parents and guardians can implement to support their learner. 

In School: 

PRA has laid out a process for supporting struggling students. This process is based on a philosophy of targeted support for efficient gains. Below is the process that PRA support plan: 

  • Set Priorities and Expectations: Students must understand that academics matter and why. This understanding needs to be discussed, modeled and rewarded by parents. 
  • Provide Environment and Time: Students need a quiet and comfortable space to focus on their academics and enough time during the day to do so.
  • Provide Resources: Students need the resources readily available to complete schoolwork such as Wifi, school devices, paper, writing utensils, calculators, text books etc.
  • Uphold Accountability: Most students need a caring adult to hold them responsible for their academic efforts. This may mean implementing a communication plan, consequences for lack of effort and rewards for work ethic.  

Tier 1: Content area teachers and parents should discuss concerns. Then strategies to address the concerns are implemented in the classroom, office hours and/or at home.

Tier 2: After approximately 8 weeks, if improvements haven’t been made despite reasonable dedication to the strategies discussed, students may be referred to a Content Specialist (Math, Literacy or Executive Functioning) for further evaluation and support.

Tier 3: If the student continues to struggle significantly (2 levels or more) below grade level after approximately 8 weeks in intervention, the SSS team will consider moving towards a special education evaluation.

  • The plan for support and interventions is developed for students individually based on the expertise of the educators in collaboration with parents/guardians and students.
  • Students can move up and down the continuum tiers for in-school support in response to their success with the given academic support. 
  • Student success in response to the academic supports provided is extremely dependent on their involvement and engagement in that support strategy.