In the final installment of our series on district-wide supports, host Meagan Hogg sits down with Kerry Koch and Valerie Gill from the Lumberton Intermediate School (LIS) intervention team. As students transition into grades 3–5, they face a significant academic shift from "learning to read" to "reading to learn," while simultaneously tackling increasingly complex multi-step math problems. Kerry and Valerie share how they use data-driven, individualized strategies—from phonics-based games like "Roll and Read" to multiplication songs—to fill learning gaps and boost student morale. By focusing on both skill and performance deficits in small-group settings, this team ensures that every student develops the independence and "mental stamina" required for success as they prepare for the jump to middle school.