Effective Math Intervention in Grades K-3

• Describe how mathematics is embedded within an iMTSS framework, including the distinct purposes of Tier 1, Tier 2, and Tier 3 math instruction.
• Identify the non-negotiable components of strong Tier 1 math instruction and explain when instructional challenges should be addressed through core instruction versus intervention.
• Distinguish between Tier 2 and Tier 3 math interventions, including differences in instructional focus, intensity, group size, and frequency.
• Identify evidence-based math intervention practices and justify their use based on student need and available data.
• Use screening and classroom data to determine appropriate intervention decisions, including when to initiate, intensify, or adjust math intervention supports.
• Apply best-practice intervention strategies to instructional scenarios, selecting appropriate instructional approaches and supports for given student profiles.
• Use a shared language to describe effective math intervention, demonstrating a common understanding of expectations for high-quality implementation across classrooms and buildings.
• Understand the purpose and structure of the Comprehensive Math Intervention Framework and how it aligns with Ohio’s K–2 Learning Standards.
• Learn how to use common screeners to identify which students need Tier 2 or Tier 3 math intervention support and to determine the entry point for diagnostic assessment.
• Learn how to administer and interpret the diagnostic and progress monitoring tools to m

Day 1 focuses on best practices in math intervention within an iMTSS model. Participants will examine how mathematics fits within iMTSS, experience examples of strong core and intervention instruction, and develop a shared understanding of what effective Tier 2 and Tier 3 math support looks like. Through guided analysis and discussion, educators will identify evidence-based instructional practices and intervention strategies that address common learning gaps in early mathematics.

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