The Alabama Numeracy Act Meets EdWeek Recommendations on Math

Math Intervention Without a Math Specialist: Making It Work in Small Schools

You know your students are struggling with fractions. You've got the data showing significant gaps across grades 3-5. You've implemented SpringMath and created intervention blocks. But here's the problem: you don't have a math specialist, and you're not getting one anytime soon. Sound familiar? In this episode, we tackle the challenge facing hundreds of small elementary schools: how do you deliver effective, research-based math intervention when your staff are generalists, not math experts? We synthesize frameworks from leading intervention researchers—Codding, Volpe, Poncy, Riccomini, Witzel, Barton, and Schuhl & Kanold—to answer the practical questions principals actually face: Can your classroom teachers deliver quality Tier 2 intervention when some of them struggle with fractions themselves? Should your special education teachers focus exclusively on Tier 3, or can they support broader intervention efforts? Can paraprofessionals run intervention groups with the right materials and training? And most importantly: can your grade-level PLC teams, working collaboratively, compensate for the lack of a math specialist? We explore four real scenarios from a small 3-5 school serving 150 students: the fraction gap crisis, the 30-minute intervention block staffing puzzle, special education teacher role decisions, and building teacher capacity through PLC structures. We distinguish between "research ideal" (specialist-led intervention) and "small school reality" (strategic use of generalists with strong systems), naming the trade-offs explicitly. You'll leave with actionable answers about who can deliver which tier of intervention, how to structure your math intervention time, and whether investing in teacher professional development can genuinely substitute for hiring a specialist you can't afford. Because sometimes "good enough" intervention delivered with fidelity beats "research perfect" intervention that never happens.

Master Scheduling: Mission Possible?

Check in with us to listen in on the challenges master scheduling provides, and the ways to think about prioritizing and developing a sound schedule for all.

Facts, Math Facts.

A synthesis of four studies regarding math facts: Math Fluency Is Etiologically Distinct From Untimed Math Performance, Decoding Fluency, and Untimed Reading Performance: Evidence From a Twin Study; The Co-Development of Skill at and Preference for Use of Retrieval-Based Processes for Solving Addition Problems: Individual and Sex Differences from First to Sixth Grade; Cognitive Predictors of Achievement Growth in Mathematics: A Five Year Longitudinal Study; Competence with Fractions Predicts Gains in Mathematics Achievement

The Alabama Numeracy Act Meets EdWeek Recommendations on Math

This episode takes a look at a familiar topic—math—and some familiar content with the EdWeek recommendation mentioned a couple episodes back (e2.10) and finds similarities, differences, and misc. with the Alabama Numeracy Act—legislation that has resulted in marked improvement in math for Alabama students.

Spaced Practice — Knowing What It Is and Leveraging AI to Plan for It

Using neuroscience about learning then planning for that learning with AI is something all teachers can do. Here's an initial foray into that journey.