Math Intervention: Tier 2 Spanish
Use these links learn how to effectively implement the Tier 2 (Spanish) Math intervention.
- Tier 2 Bilingual Intervention
- Grade Level Materials
- Preparing for the Intervention
- SAIL Booklet and Games
The purpose of the 3-Tier Mathematics Model Tier 2 bilingual intervention is to provide educators with the following:
- Valid and reliable assessment tools for the identification of primarily Spanish-speaking students in kindergarten, first grade, and second grade who demonstrate mathematics difficulties, as determined by assessment results and teacher ratings
- Evidence-based Tier 2 interventions for primarily Spanish-speaking students in kindergarten, first grade, and second grade who demonstrate mathematics difficulties
- Progress-monitoring tools to determine whether primarily Spanish-speaking Tier 2 students benefit from intervention
- Intervention lessons Although the lesson plan instructions are written in English for teacher use, the directions for students are in Spanish. There are 3 types of booster lessons:
- Instructional lessons teach mathematical concepts and strategies.
- Practice lessons provide practice in new concepts and strategies.
- Fluency lessons develop computational fluency with appropriate skills (e.g., answering facts, reading numbers).
- Teacher masters The teacher masters contain all of the Modeled Practice, Guided Practice, and Independent Practice sheets for each unit. There are 11 teacher master booklets total, 1 for each unit. Pages that both the students and teachers need are marked with a pencil graphic in the right margin. Pages that only the teacher needs (including answer sheets for word problem solving) do not have this pencil graphic.
- Student booklet files It is recommended that you make a booklet of each unit’s student pages for each student before the unit begins. To make the booklets, copy the student pages for each unit and staple the pages together.
- Instructional Materials Blackline masters for Tier 2 materials referenced in the lessons (e.g., fact cards, place value cards, number lines) are labeled for ease of organization. We recommend that you use a storage container for the materials and lessons for each day to facilitate smooth instruction.
- Progress Monitoring Tools Educators can use the tools described below to track student understanding of mathematics concepts and attainment of intervention objectives. For more information on tracking student progress, visit the assessment page.
- Daily Check: This tool allows educators to track students' daily progress in the Tier 2 mathematics intervention. Educators can use daily checks to document the correct answers that students supply during the independent activity at the end of most lessons. This tool also allows teachers to record information about students' attendance and behavior during the intervention.
- Unit Check: This tool allows educators to assess students' understanding and mastery of the objectives in each unit of the Tier 2 mathematics intervention. Educators can administer unit checks at the end of each unit.
- Teacher Resources A skills and concepts matrix reviews how the lessons relate to the Texas Essential Knowledge and Skills (TEKS) and Texas Curriculum Focal Points. A scope and sequence chart describes the progression of instructional content across the 11 units. Videos are accessible for demonstration of different parts of the intervention and how to set up for the day.
It is recommended that teachers prepare all materials in advance, become familiar with the lessons, practice timing the activities, and develop a management system for smooth transitions between different materials across the day’s activities. back to top
Instructional Groupings Students should be grouped according to ability. Scores from initial assessment can help teachers decide how to group students who qualify for Tier 2 intervention but vary in terms of the assessment scores. For example, lower-scoring Tier 2 students could be grouped together in small groups, and higher-scoring Tier 2 students could be placed in different small groups. Grouping size should be no more than 4 students for kindergarten and no more than 5 students for first and second grades. It is common for students to progress at different rates when receiving Tier 2 intervention. Therefore, teachers will likely need to regroup Tier 2 students as the year progresses, according to the results of the progress-monitoring assessments. back to top
Intervention Time Each day of intervention is estimated to take about 25 minutes, including warm-up, instruction, transition, and independent practice. When teachers first start the program, it may take longer than 25 minutes. However, according to field-testing results, as teachers become more proficient with teaching the lessons, the amount of time decreases. back to top
- Student booklets, 1 per student (kindergarten, first grade, second grade)
- Master materials including fact cards, number cards, etc. (kindergarten, first grade, second grade)
- Connecting cubes
- Counters (e.g., bingo chips, cubes, pennies)
- Wipe boards and dry-erase markers
- Base ten blocks (flats, rods, units; for first and second grade only)
While K–2 teachers conduct intervention lessons with small groups or individual students, the rest of the class may use the activities and games provided in the Strategies and Activities for Independent Learning — Mathematics (“SAIL Into Math”) booklet in student-led learning centers or stations. Developed from research findings, teacher input, and feedback from state specialists, the SAIL Into Math booklet provides blackline masters of games and activities, organized by grade level and mathematical concept. Suggestions for scaffolding activities and games are also included to meet the various needs of diverse learners. Finally, the activities and games in the SAIL Into Math booklet align with the Texas Response to the Curriculum Focal Points (TXRCFP) and the Texas Essential Knowledge and Skills (TEKS); specific TEKS are listed at the top of each activity.