Grow Your Mind
When the Numbers Don’t Add Up
When 40–60% of students are receiving supplemental support, the problem usually isn’t a lack of intervention—it’s a signal that something is breaking down in Tier 1. In this post, Naomi Church challenges a common MTSS misconception, explains why tiers describe resources rather than students, and explores what an "inverted pyramid" reveals about the health of a school's instructional system. Before adding more intervention, it may be time to examine the foundation.
What Coherent Math Intervention Systems Have in Common
Why do so many math intervention efforts fall short despite strong educator commitment? In this post, I share four design principles that can help schools build more coherent mathematics intervention systems—ones that target the right needs, strengthen instruction, and support meaningful progress.
Every Student, Every Tier: Making MTSS Work in Elementary Math
MTSS isn’t just for reading. When applied to K–5 math with intention and clarity, it becomes a powerful system to reach every learner—right where they are. In this post, I break down how Tier 1, 2, and 3 supports work in math and share a free white paper for deeper implementation support.
Reteaching vs. Remediation
In working with schools over the past couple of years I see a lot of words used interchangeably that do not really mean the same thing: words like reteaching, remediation, intervention, etc. These words are not synonyms and their application in classrooms is quite different.