Tier 1 and 2 Mathematics Intervention Possibilities for Grades 1-6
Definition of Tier 1 Intervention:
Tier 1 is composed of core standards-based curriculum, instruction, assessment, and behavioral supports that are designed to provide effective teaching for all
students within a positive school climate which fosters respect for a diverse community of learners. Tier 1 intervention includes differentiated learning opportunities
that are responsive to the needs within the general education classroom. (FPS Strategic Intervention Model, January 2010)
Tier 1
Addresses the Following
Structure of Delivery
Entrance / Exit Data
Progress Monitoring Data
Suggested
Intervention
Areas of Difficulty
Time /
Program or
Duration
Strategy
Guided Strategy specific skills and/or
Small groups of 1-4 students who meet Pretest, chapter and
Teacher notes including
4-6 weeks
Group
concepts
with the classroom teacher and/or
benchmark assessments,
information about specific
computer 2-4 days per week in
formative assessment (Let’s skill or concept mastery
addition to daily instruction
Practice)
Student work samples from
Practice and Apply.
Individual
Inconsistency with math
Classroom teacher meets for a few
Work completion records,
Daily teacher/student
4-6 weeks
Conference
skills and/or concepts due minutes 3-5 days per week to nudge
behavior charts, planner
conference notes
to work habits
student to complete required tasks
checks
Student work samples
Individual Study Difficulty completing
Classroom teacher and student
Work completion records,
Daily teacher and student
4-6 weeks
Skills Plan
assignments
develop a plan or contract addressing
behavior charts, planner
notes recorded on written
study skill improvement needs
checks
plan or contract
Definition of Tier 2 Intervention:
Tier 2 Intervention focuses on supporting students not meeting standard on essential grade level skills or behaviors who require additional instruction. Tier 2
interventionists build upon high-quality, differentiated Tier 1 instruction by providing supplemental teaching that is designed to target identified needs. The Tier 2
interventionist, the classroom teacher, and at times an extended team, work collaboratively to monitor student progress frequently and adjust instruction
accordingly. (FPS Strategic Intervention Model, January 2010)
Tier 2
Intervention
Program
Do the Math
for grades 1-6
Addresses the
Following Areas of
Difficulty
Number Core,
Addition,
subtraction,
multiplication and
fractions
Math in Focus
materials
from previous
grades
Number sense,
problem solving,
and mental math
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Structure of Delivery
Entrance
Exit
Progress Monitoring
Data
Small groups 2-5 of
students meet at least 3
days a week with an
interventionist for 30
minutes in addition to
regular math class
Small groups 2-5 of
students meet at least 3
days a week with an
interventionist for 30
minutes in addition to
regular math class
 Level 1 or 2 on CMT
 N or B on report cards
 N or B on universal
screen
 Extended team
recommendation
 Level 1 or 2 on CMT
 N or B on report cards
 N or B on universal
screen
 Extended team
recommendation
Posttest 80% and
meeting standard
for the concept
Pretest, posttest, and
weekly assessment,
anecdotal notes,
student work
samples
Posttest 80% and
meeting standard
for the concept
Pretest, posttest, and
weekly assessment,
anecdotal notes,
student work
samples
Suggested
Time /
Duration
4-6 weeks
4-6 weeks
Tier 2
Intervention
Program
Addresses the
Following Areas of
Difficulty
Fact Fluency
Intervention
Fluency with math
facts and mental
math
Math
Expressions
Grades K-6
Multiple skills and
concepts with
emphasis on
numeracy
Summer
Learning
Academy
Numeracy and
problem solving
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Structure of Delivery
Small groups 2-5 of
students meet at least 3
days a week with an
interventionist for 30
minutes in addition to
regular math class
Small groups 2-5 of
students meet daily with
an interventionist for 30
minutes in addition to
regular math class
12:1 student teacher
ratio (gr. 2-4)
16:1 student to teacher
ration (grades 5-6)
Entrance
Exit
Progress Monitoring
Data
Suggested
Time /
Duration
Posttest 80% and
 Level 1 or 2 on CMT
 N or B on report cards meeting standard
for the concept
 N or B on universal
screen
Cumulative practice
assessments
4-6 weeks
 Level 1 or 2 on CMT
 N or B on report cards
 N or B on universal
screen
 Failed to make
adequate progress
using all other
intervention programs
 Level 1 or 2 on CMT
 N or B on report cards
 N or B on universal
screen
 Teacher
recommendation
Posttest 80% and
meeting standard
for the concept
Pretest, posttest, and
weekly assessment,
anecdotal notes,
student work
samples
4-6 weeks
Posttest 80% and
meeting standard
for the concept
Pretest, posttest
3 hours a
day for 15
days
Tier 1 Possible Teaching Methods and Materials to Use:
Concern
Vocabulary
Number Sense
Computation
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Problem solving:
Understanding
the problem
Problem solving:
Planning and
solving
Problem solving:
Communication
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Program/Materials
4 part organizer (word, drawing , what it means, what it remind me of)
Math notebook
Word wall, 3d bulletin boards with examples
Songs and rhymes
Always use manipulatives as you use the textbook
Always use a label with a quantity
Always use numbers in context
Use drawings, manipulatives and structures such as tens frames, number grids , numberbonds, number lines, and model drawings
Use resources such as the Math in Focus Extra Practice and Reteaching books,Teaching Student centered Mathematics by John Van de Walle,
Developing Concepts Using Unifix Cubes by Kathy Richardson, Number Talks by Sherry Parrish NCTM websites and publications
Use the Achieving Fact Fluency book from Math in Focus
Use structures to support understanding including number bonds, model drawings, number lines and tens frames for addition and subtraction
and pictures and arrays for multiplication and division
Require students to estimate before calculating
Use resources such as Bridges Building Computational Fluency or Thinking Strategies: Building Mastery of _______ Facts series by Celia Baron
(in schools and WWUES math office)
Use web based practice (such as http:xtramath.org) to increase speed only after understanding has been solidified
Students must write the answer statement before solving the problem.
Use model drawing to help student visualize the problem
Use reading strategies to understand the problem such as identifying the who and the what, vocabulary identification/pre teaching,
visualizing, summarizing, rereading aloud
Use motivating tasks and problems that align with the Common Core Practice Standards and FTLPs
Use manipulatives, highlighters, charts/tables, drawings, technology and other ways students can demonstrate their understanding
Adjust the numbers so they are in a child’s comfort ranges
Break down the problem solving process and hold the student accountable for only this part of problem solving
Use Exemplars, CSDE strand 25 examples, Problem Solver series (in schools and WWUES math office)
Give students a variety of problem types
Require estimates after students have chosen a plan for solving
Require students to explain his/her choice of plan before solving
Spend time using the rubric to evaluate all the different ways students solved the problems
Have examples of different levels of student work
Break down the problem solving process and hold the student accountable for only this part of problem solving
Use math journal with rubrics pasted on inside cover
Avoid requiring procedural narrative explanations and encourage labeled work that is easy to follow
Student should keep a 3 ring binder with samples of grade level “meets” work
Encourage use of technology
Have a safe, encouraging climate and make confronting unfamiliar tasks routine
Use the “talk then write” strategy
Confer, give students the chance to revise work at any time and an audience (book buddies, principal, partner, etc.) as you do during writing
Break down the problem solving process and hold the student accountable for only this part of problem solving
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