APS Response to Intervention
Elementary and Secondary Math
Tier I Tier IA Tier II Tier III
Assessment Whole group assessments Whole group assessments Tier 1 and Tier 1A plus: Tier 1, Tier 1A and Tier 2
Investigations end of Investigations end of Assessments are plus:
unit assessments are unit assessments are more intense and Assessment data is
administered whole re-administered to focused. They are used to provide
group identify individual based on specific information on
Connected Math end student strengths skill need and the whether the
of unit assessments Connected Math end results should lead intervention is
are administered of assessments are re- directly to meeting the
whole group administered to intervention. student’s needs.
Core Plus end of unit identify individual Once an Assessments are
assessments are student strengths intervention is in usually given one-
administered whole Core Plus end of unit place the response on-one or in very
group assessments are re- to the intervention small group on a
administered to needs to be weekly basis
identify individual monitored on a
student strengths regular basis (i.e.
Individual interview Individual interview every two weeks)
assessments assessments
Kathy Richardson (Assessments are increased
assessments in frequency)
administered Kathy Richardson
according to pacing assessments
guide administered to
Place value interview identify student
administered as strengths with a wider
needed to identify range of assessments
students’ insights in Place value interview
numeracy administered as
development needed to identify
students’ insights in
numeracy
development
Revised 09-02-08, Page 1 of 5
Tier I Tier IA Tier II Tier III
Rational number Rational number
interview administered interview administered
as needed to identify as needed to identify
students’ insights in students’ insights in
numeracy numeracy
development development
Interim assessments
Interim assessments are administered
administered according to pacing
according to pacing guide
guide Teacher observation
and monitoring notes
Teacher observation based on small group
and monitoring notes and 1:1 instruction,
based on small group focusing on a specific
and 1:1 instruction, area of need
focusing on a specific Teacher observation
area of need and monitoring of
Teacher observation independent practice
and monitoring of K-5
independent practice
K-5
Student self monitoring of Student self monitoring of
math goals K-5 math goals K-5
Evaluation Grade level proficiency: Grade level proficiency: Tier 1 and 1A plus: Tier 1, Tier 1A and Tier 2
Teachers examine Teachers examine Evaluation process plus:
student work based on student work based on is formalized Assessment data is
an understanding of an understanding of through progress used to provide
proficiency. proficiency. monitoring information on
Teachers examine Teachers examine Inclusion of people whether the
student work based on student work based on beyond classroom intervention is
knowledge of math knowledge of math teacher such as the meeting the
content, key concepts content, key concepts progress monitoring student’s needs.
and big ideas and and big ideas and team
Page 2 of 5
Tier I Tier IA Tier II Tier III
prioritize next steps for prioritize next steps for Informal, weekly
maximum growth maximum growth discussions between
classroom teacher and
Individualized instruction: Individualized instruction: interventionist
Teachers evaluate student Teachers evaluate student
work based on individual work based on individual
student strength and can use student strength and can use
knowledge of math content knowledge of math content
proficiency to prioritize next proficiency to prioritize next
steps for maximum growth. steps for maximum growth.
Planning Grade level proficiency: Grade level proficiency: Tier 1 and Tier 1A plus: Tier 1, Tier 1A and Tier 2
Teachers plan for Teachers plan for Teachers design plus:
grade level proficiency grade level proficiency targeted Teachers design
through use of through use of interventions with intensive
standards, pacing standards, pacing small groups of 2-3 interventions
guides and unit guides and unit students around around short-term
alignments alignments short-term goals, goals,
Teachers plan whole Based on student approximately 9-12 approximately 9-12
group lessons by data, teachers plan weeks weeks, with small
explicitly planning additional, more groups of 1 to 2
launch questions, an intentional questions students
explore time and a for the launch, explore Teachers may plan
summary of key and summary with supplemental
learning outcomes Based on student resources that are
Teachers plan umber data, teachers in addition to
talks as described in intentionally change resources used for
the instructional model mathematical models, Tier 1 and Tier 2
guide numbers and
Teachers plan quantities to make big
independent work as ideas more accessible.
described in the
instructional model
guide
Page 3 of 5
Tier I Tier IA Tier II Tier III
Individualized instruction: Individualized instruction:
Teachers plan for Increase frequency of
individual growth in monitoring and
whole group lessons, feedback
number talks and Teachers plan for teaching
independent work metacognitive awareness
Teachers plan for groupings
to maximize learning around
a more targeted teaching
point
Teaching Teachers articulate big Teachers articulate big Tier 1 and Tier 1A plus: Tier 1, Tier 1A and Tier 2
ideas and key ideas and key Teachers use plus:
concepts in all concepts in all targeted Teachers use
instructional instructional interventions with intensive
interactions interactions small groups of 2-3 interventions with
Teachers use Teachers use students around small groups of 1-2
comprehensible input comprehensible input short-term goals, students around
to communicate big to communicate big approximately 9-12 short term goals
ideas and key ideas and key weeks Teachers provide
concepts concepts students with
Teachers expect and Teachers use specific training
organize for active additional, more around their
engagement by intentional questions instructional needs
providing conditions for the launch, explore Teachers may use
for learning and summary supplemental
Teachers intentionally resources that are
use different in addition to
mathematical models, resources used for
numbers and Tier 1 and Tier 2
quantities to make big Additional
ideas more accessible. personnel may be
used to provide
instruction
Page 4 of 5
Tier I Tier IA Tier II Tier III
Teachers organize Individualized instruction: Additional
instruction and Increase frequency of instructional time
maximize instructional monitoring and may be provided in
time by implementing feedback addition to the
district instructional instruction provided
models: in Tier 1 and Tier 2
-Three part lessons
-Guided and shared
experiences
--Number talks
-Independent experiences
Page 5 of 5