Sec. 3. (a) Beginning with the 2026-2027 school year, if a school determines that a student in kindergarten through grade 8 is at risk of not achieving grade level proficiency in mathematics as determined by an analysis of the student's data from:
(1) a grade level screener approved by the department; or
(2) a through-year statewide assessment;
the school must provide intervention that meets the requirements under subsection (b).
(b) A school shall provide intervention to a student described in subsection (a) that meets the following conditions:
(1) The intervention includes a multitiered system of support that progresses from less to more intensive support based on the student's individual needs.
(2) The intervention is aligned to daily Tier I instruction and standard level learning progressions.
(3) The intervention is:
(A) targeted;
(B) differentiated; and
(C) supplemental to Tier I instruction.
(4) The intervention:
(A) is aligned with evidence based instructional strategies to promote conceptual understanding, procedural fluency, and real world problem solving; and
(B) allows a student opportunities to interact, show progress, and demonstrate understanding through rigorous grade level content.
(5) The intervention includes continual assessment and in depth analysis of each student's data to inform the flexible movement in and out of Tiers II and III.
(c) The department shall provide guidance on the multitiered system that a school is required to provide under subsection (b).