Evidence-based Interventions

“At the heart of MTSS is the commitment to use practices and interventions that are conceptually sound and empirically validated.”
— Sugai & Horner (2009)

Essential Focus Areas for Closing Gaps

  • Literacy Intervention

    Early reading success predicts long-term academic achievement. Evidence-based literacy interventions — such as phonics instruction, fluency practice, and comprehension strategies — are essential for closing gaps quickly and reducing the number of students who fall behind.
    (Foorman et al., 2016; National Reading Panel, 2000)

    A young boy sitting on a red couch in a bookstore or library, wearing a striped shirt, a blue knit hat with a pom-pom, and black shoes, reading a book.

  • Math Intervention

    Foundational math skills are directly tied to graduation rates and postsecondary success. Tiered interventions should include explicit instruction, visual models, and opportunities for problem-solving, helping students strengthen conceptual understanding and procedural fluency.
    (Gersten et al., 2009; Fuchs et al., 2021)

    Students in a classroom, raising hands during a lesson.

  • Social-Emotional Learning & Behavior Intervention

    Academic growth is inseparable from students’ ability to self-regulate, engage, and persist. Evidence-based interventions — such as check-in/check-out systems, restorative practices, and explicit SEL skill instruction — reduce disruptive behavior and increase student engagement.
    (Osher et al., 2018; CASEL, 2020; Sugai & Horner, 2009)

    Group of children pulling a rope together outdoors in a grassy field.

How We Can Help

  • Implementing evidence-based interventions starts with the right tools. That’s why we’re making this resource available free of charge to principals, district leaders, and leadership teams.

    Inside, you’ll find practical strategies, ready-to-use templates, and a clear framework for selecting and applying Tier 2 and Tier 3 interventions in literacy, math, and SEL/behavior — ensuring your efforts are grounded in research and designed to close gaps quickly and consistently.

  • Turn insight into action with this comprehensive resource for school and district leaders. The Evidence-Based Interventions Toolkit + Guide provides ready-to-use templates and strategies, including:

    • Decision-making tools for selecting interventions backed by research, not trends

    • Practical guides for implementing Tier 2 and Tier 3 supports in literacy, math, and SEL/behavior

    • Progress monitoring templates to track impact and adjust quickly

    • Family and community engagement strategies that reinforce intervention efforts

    Built for busy leaders, this toolkit makes it simple to move from awareness of intervention challenges to concrete, sustainable practices that close gaps quickly and consistently.

  • Implementing evidence-based interventions isn’t the work of one leader — Implementing evidence-based interventions isn’t the work of one leader — it requires a coordinated, schoolwide effort. Team training ensures that principals, teachers, counselors, and support staff share a common understanding of which interventions are truly research-based, align their roles in delivering them, and work from the same playbook.

    When teams learn together, they build collective capacity, strengthen consistency across classrooms, and ensure that Tier 2 and Tier 3 supports are applied with fidelity — leading to greater impact for students who need it most.Team training ensures that principals, teachers, counselors, and support staff share a common understanding of which interventions are truly research-based, align their roles in delivering them, and work from the same playbook.

    When teams learn together, they build collective capacity, strengthen consistency across classrooms, and ensure that Tier 2 and Tier 3 supports are applied with fidelity — leading to greater impact for students who need it most.

    When teams learn together, they build collective capacity, strengthen consistency across classrooms, and create systems that are far more effective than isolated efforts. The result: a unified approach that drives sustainable improvement in student attendance.

Contact Us

MTSS Boot Camp:Evidence-based Interventions

n four 45-minute virtual sessions, you’ll learn how to select, implement, and monitor evidence-based academic and behavioral interventions within an MTSS framework. Live or on-demand—practical tools, real examples, and clear next steps included.

Indoor fitness studio with several stationary exercise bikes and a motivational poster with the text "Stop spinning your wheels—start using interventions backed by research."

  • Day 1 - Understanding the Evidence

    Learn what “evidence-based” really means under ESSA, and how to critically evaluate programs and practices before adopting them.

    Day 2 - Selecting the Right Interventions

    Match interventions to student needs using data, decision rules, and research alignment to ensure effective supports at Tiers 2 and 3.

    Day 3 - Implementing with Fidelity

    Explore the systems, structures, and staff supports that ensure interventions are delivered consistently and effectively.

    Day 4 - Monitoring & Adapting

    Use progress-monitoring data to evaluate impact, adjust interventions, and make decisions that sustain long-term student growth.

  • Live sessions take place from 9:00-9:45 AM PST on Nov 13, 14, 17 & 18th

    Recordings are available if the day/time doesn’t fit your schedule.

  • Early Bird Registration - $149 (ends 10/30/25)

    Standard Registration - $199

    Toolkit + Implementation Guide included

What Trusted Colleagues Say About Joan

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    “Joan is an incredible leader who understands MTSS from both the academic and behavior side. She also understands the critical role of getting the adult piece right and how to leverage implementation science to create the conditions for successful, sustained implementation. She is always a pure joy to work and interact with."

    Dr. Clay Cook, Implementation Scientist & Chief Development Officer at CharacterStrong

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    "Joan is one of the most upbeat, intelligent school leaders with whom I've had the privilege to work. A true values-driven leader, unafraid to make hard decisions, she is also incredibly productive and results-oriented without sacrificing a strong focus on relationships, which has made her a beloved and respected leader. "

    Bridget McNamer, Leadership Coach

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    “Joan's warmth, energy, enthusiasm, and passion is contagious. She is one of those rare leaders who has the technical skill to lead K-12 systems efficiently but also the adaptive leadership to deliver results.”

    Dr. Amanda VanDerHeyden, Founder of SpringMath and Educational Researcher

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    "At the heart of her mission was always a fundamental duty of care for our students...I miss her, but am grateful for the lasting contributions she has made."

    Paul Swanson, Director of Innovation and Technology

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    “Joan is a transformational, innovative leader. Her instructional leadership leads to improved student outcomes and her boundless energy is contagious."

    Mele Benz, Technical Assistance Provider & Former Principal

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    “I am but one of many who have grown in their skillset by working with [Joan]. I am forever grateful for what she has done for the children in our school as well for myself professionally.”

    Ms. Shawna Diamond, Special Education Teacher, Instructional Coach and Administrator

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    “Joan has the ability to quickly identify challenges, develop solutions and build teams and systems to get things done. She possesses a high degree of integrity, a notable work ethic, and a great sense of humor.”

    Steven Dexter, School Principal

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    "It has been a pleasure to watch as [Joan] deliberately seeks out vastly different experiences to grow her expertise and view student learning from every angle. She is both knowledgeable and passionate about her work, while caring deeply for her people. I am confident you will thrive under her mentorship."

    Heather Newell, M.Ed. – Lecturer, Teacher Education and Leadership, Utah State University, and former principal