Many students are suspected of having a learning disability in mathematics when their learning difficulties are actually due to a lack of appropriate instruction in math or inadequate English proficiency.

These students can benefit from early intervening services in mathematics. Many Texas schools are implementing response to intervention (RTI), an instructional approach that:

- Identifies at-risk students Immediately
- Provides them with evidence-based intervention
- Monitors their progress, or “response” to the intervention

Most schools provide students with additional intervention instruction in "tiers" that increase in intensity to meet students' needs. In a 3-Tier Mathematics Model, Tier 1 is the mathematics instruction teachers provide to all students. Tier 2 intervention is for students who have smaller gaps in learning. Tier 3 intervention is for students who have large gaps in learning and thus require even more intensive intervention than that provided in Tier 2.

The Texas Early Mathematics Inventories (TEMI) can be used to help identify K-2 students who are at risk.

The 3-Tier Mathematics Model Intervention materials provide lessons for support for educators providing intervention to at-risk K-2 students.

The 3-Tier Mathematics Model project, led by Drs. Diane and Brian Bryant, conducted the research and developed the materials. For more information about how these materials were developed, visit a 3-Tier Mathematics Model project,