By Brit Seward, Accountability and School Improvement Representative; Math Specialist
“I need support with implementing small group intervention” is the statement I hear more frequently as school leaders focus on improving mathematics achievement. The overwhelming desire to improve Tier 2 targeted intervention comes from a good place, but are those efforts misplaced? Most would agree that small groups are the glorious place where the magic of learning mathematics occurs. However, too many of our students demonstrate a lack of understanding of their grade-level standards. For mathematics learning to improve, leaders must honestly answer the question: Does core instruction need to be more focused since many students have not reached proficiency?
Core instruction is where ALL students are effectively exposed and explicitly instructed in the grade-level math standards. Core instruction is, then, the backdrop for all other learning. When characterized by universal design and differentiation strategies, core instruction will support diverse learners and most struggling learners. The RTI Action Network (2024) provides the benchmark that effective core instruction should reach 80% of learners’ needs. When the percentage is significantly lower than 80%, buildings should intensify their focus on improving Tier 1 instruction because they do not have the resources to intervene with many students. They cannot “intervene” their way out of ineffective core instruction (Metcalf, 2024). Small group intervention will be most successful when accompanied by high-quality teaching.
Components of Tier 1 instruction
Is core mathematics instruction effective at our school? A careful analysis of time, materials, and delivery tells which components of the Tier 1 system are working well and which items need improvement. The Center on Multi-Tiered System of Supports at the American Institute for Research (AIR, 2021) identified seven actions to intensify Tier 1 instruction:
· Increase strength,
· Increase dosage,
· Consider alignment,
· Support transfer of learned skills,
· Improve comprehensiveness,
· Enhance behavioral and/or academic support and
· Offer opportunities for individualized instruction.
By intensifying Tier 1 instruction, school leaders can meet diverse learner needs, prevent or address deficits, and sustain a strong core curriculum. This approach ensures all students access to high-quality instruction that builds a solid foundation for mathematical understanding. Strengthening Tier 1 addresses gaps early, reducing the need for Tier 2 or 3 interventions. Effective Tier 1 teaching emphasizes essential skills, fosters collaboration, and promotes peer learning. It also optimizes resources by impacting more students and enhancing teacher capacity. Prioritizing Tier 1 instruction lays the foundation for long-term student success, especially for struggling learners.
What should Tier 1 Mathematics Teaching and Learning look like?
The National Council of Teachers of Mathematics (NCTM, 2014) outlines Effective Mathematics Teaching Practices to guide high-quality instruction. These include setting clear mathematical goals, using tasks that promote reasoning and problem-solving, facilitating meaningful discourse, and building procedural fluency from conceptual understanding (NCTM, 2014). These practices help students develop deep mathematical understanding, moving beyond rote learning to engage critically with math concepts.
School leaders should share evidence-based practices with teachers to ensure consistent instruction that fosters student success. By offering professional development, regular feedback, collaborative planning, and coaching, leaders can support teachers in implementing these strategies and creating a unified approach to math instruction for better student outcomes.
Key Components of a Mathematics Lesson
School leaders should also focus on the components of an effective mathematics lesson, which is vital to student engagement and mastery. A well-rounded lesson should provide multiple opportunities for students to build understanding, practice fluency, and apply their knowledge to solve problems. The essential elements of a mathematics lesson include:
1. Learning Objective and Success Criteria: Establish a clear learning objective and success criteria so students understand what they are working toward.
2. Engaging Launch (Warm-Up/Number Talk): Use a brief activity to activate prior knowledge and spark interest in the lesson.
3. Explicit Instruction (Mini-Lesson) Deliver focused, direct instruction lasting 10-15 minutes. Model strategies, introduce key concepts, and demonstrate problem-solving approaches.
4. Guided Practice Allow students to practice skills with teacher support, addressing misconceptions as they arise.
5. Independent or Group Practice (Math Stations) Math stations allow students to engage in differentiated practice, working independently or in groups, while the teacher works with small groups for more personalized support.
In conclusion, improving small group interventions starts with strengthening Tier 1 instruction. High-quality core teaching lays the foundation for success, reducing the need for interventions and ensuring all students build a strong mathematical foundation. By focusing on robust Tier 1 practices, schools can prevent learning gaps, enhance student outcomes, and optimize resources. Prioritizing core instruction creates a more effective and cohesive learning environment for all students.
References
American Institutes for Research (2021). Tips for intensifying instruction at Tier 1. Retrieved from Tips for Intensifying Instruction at Tier 1 (mtss4success.org).
Reed, M. & Staton, C. (2024, September 16). 6 Keys to Math Station Success. [Webinar]. EdWeb.
Metcalf, T. (n.d.). What’s your plan? accurate decision making within a multi-tier system of supports: Critical areas in tier 1. MTSS | RTI Action Network. https://www.rtinetwork.org/essential/tieredinstruction/tier1/accurate-decision-making-within-a-multi-tier-system-of-supports-critical-areas-in-tier-1
National Council of Teachers of Mathematics (NCTM). (2014). Principles to actions: Ensuring mathematical success for all. Author.