Math Intervention Rotations: Small-Group Skill Gap Targeting

At Benchmark

39% 62%

+59%

Tier 2→1 Movement

12% 34%

+183%

Intervention Minutes/Student

15 min/day 30 min/day

+100%

Symptom

Mid-year math screening revealed 61% of students below benchmark. Intervention time existed but was unfocused — students were pulled for general "math help" without targeting specific skill gaps. Teachers didn't have time to individualize, and the math interventionist was spread too thin.

People

The math coach led redesign of the intervention model with the principal's support in restructuring the schedule. Team: - Math coach — Data analysis, group formation, progress monitoring - K-5 teachers — Rotation block instruction - Math interventionist — Targeted small-group support - Principal — Master schedule adjustment

Data

Screening data was imported and displayed on a data wall organized by skill domain (number sense, operations, geometry/measurement). Students were grouped by specific gap, not overall score. Progress was tracked biweekly with brief skill checks logged as factor scores. Groups were reformed every 6 weeks.

Plan

A 30-minute daily math intervention block was added to the master schedule. During this block, students rotated through three stations: targeted intervention (5 students max), guided practice (10 students), and independent enrichment. The key was precision grouping: a student weak in multiplication facts was in a different group than a student weak in place value, even if both scored the same on the overall screener. Every 6 weeks, the team met for a half-day regrouping session using current data. Students who reached benchmark graduated to enrichment. New students moved into intervention.

Resources

Math Skill Grouping Template

Map students to skill-based intervention groups