With the recent media coverage of lead exposure in cities like Flint, Baltimore, and Newark, it is critical that school psychologists familiarize themselves with the symptoms, assessment, and intervention of lead exposure since schools will likely work with children and families exposed to lead. The Centers for Disease Control and Prevention (CDC, 2012) recommends that public action be taken when child blood lead levels (BLLs) are above 5 micrograms per deciliter. However, despite this federal "limit" on the amount of lead allowed in the blood, there is no safe level of lead exposure, though higher levels of lead are associated with poorer outcomes, (World Health Organization [WHO], 2010), and the effects of lead are irreversible (Lane et al., 2008). Additionally, it should be noted that measuring lead levels simply through the blood provides only a partial picture of lead exposure since lead moves from blood to hair, bones, and organs (e.g., kidneys, brain; Aizer, Currie, Simon, & Vivier, 2018). Given what is known about the impact of lead exposure, school districts and school psychologists have a duty to ensure that they have a plan to support students and their families when exposure is documented or suspected. Using a comprehensive system of intervention, such as multitiered systems of supports or response to intervention, can ensure schools are considering a layered continuum of supports. This comprehensive system of interventions allows school psychologists and teams to target specific skill deficits and provide intervention to build foundational skills in reading, math, and social-emotional functioning. The CDC (2012) asserts that an individualized approach to intervention should be considered for students exposed to lead.