Tier 3 math intervention programs for intensive math intervention, one student at a time

Your Tier 3 student has eight weekly probes and a flat line. The probe says they are not moving. It does not say why. Coeducate tutors the student one to one with questions, names the idea that broke, and dates it for the next decision meeting. Paste an answer into the panel to try it.

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Grades 3 to 12. Untimed. Student work is never used to train models.

Mastery Check

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Subject

Grade band

Student work

Nothing here is stored

Use the sample or your own practice text. Never paste a real student's name.

Tutor mode

Session evidence card

This is what a teacher opens after every session. That was your third run. Nothing you typed was stored.

The short answer

What a Tier 3 math intervention program has to add

Coeducate is a one-to-one AI math tutor that Tier 3 interventionists and special education teachers use with students in grades 3 to 12 who did not respond to Tier 2. The student solves an item from the gap you are targeting and explains it. The tutor asks the next question instead of giving the answer, and the session ends with a dated card that names the misconception, quotes the student and writes the reteach.

It is not a validated intervention curriculum and not a curriculum-based measurement probe. Keep both. It covers the step in intensive intervention where most teams run out of time: working out why this student is not responding before you change the plan.

Where Tier 3 sits

Tier 1 core, every student

Tier 2 groups of 3 to 6

Tier 3, 1 to 3

weekly probes, individual plan

Grades: Math, grades 3 to 12
Session: One student, untimed
Output: Named misconception per skill
Export: CSV on every plan

Math interventionist reviewing a student's written working next to a laptop

01 Why intensive intervention stalls

The flat line tells you to change something, not what to change

The data-based individualization process from the National Center on Intensive Intervention runs in five steps: a validated program, progress monitoring, diagnostic assessment when the student is not responding, an adapted intervention, then more monitoring. Step three is the one that gets skipped. A real error analysis means sitting with the student over several items and writing down how they reasoned, which a caseload of 15 does not leave time for.

So the plan changes by guesswork: more minutes of the same program, a different worksheet, a lower level in the adaptive app. When the student's problem is a missing idea about negative numbers or fraction size, none of those touch it.

Probe

Is the student moving? Weekly, standardized, one number.

Session card

Why not? The failed idea, in the student's own words, with a date.

02 Intensifying the plan

The seven ways to intensify a Tier 3 math intervention, and which ones software can move

NCII's Taxonomy of Intervention Intensity (Fuchs, Fuchs and Malone, 2017) names seven dimensions a team can change when a student is not responding. Here is each one and an honest read on what a tutor like ours changes.

Strength

Not ours

How big the program's proven effect is for students like this one.

Coeducate has no efficacy study and no ESSA tier. It sits next to the validated program, never in place of it.

Dosage

Moves it

More sessions, more minutes, more chances to respond.

Adds an individual session any day the adult is with another group, so practice minutes go up without another staff hour.

Alignment

Moves it

Work aimed at the student's actual gap, not the grade-level unit.

You paste the item from the gap you are targeting. There is no fixed track to follow.

Attention to transfer

Partly

Checking that the skill shows up on new items and in class.

Run the same card on a fresh item from the core unit and see whether the idea carried over.

Comprehensiveness

Partly

Explicit instruction, modeling, practice, feedback, all in one plan.

Covers practice and feedback with hints. Modeling and explicit teaching stay with the adult.

Behavioral support

Not ours

Self-regulation and motivation built into the sessions.

Untimed and without points or leaderboards. It does not run a behavior plan.

Individualization

Moves it

Changing the plan based on the student's data. This is DBI step 4.

Each card names the misconception and writes a three-step reteach, so the adaptation starts from a reason.

3 of 7

dimensions moved directly, two partly. Strength and behavioral support stay with your validated program and your team.

03 How it runs

A Tier 3 math intervention week with the tutor in it

Mon

Small group with you

Your validated program, one to three students, explicit teaching with the representations it calls for. Nothing changes here.

Tue, Thu

One to one with the tutor

While you work with the next group, each Tier 3 student solves two or three items from the target gap and explains them. The tutor asks one question at a time and never hands over the answer in Socratic mode.

Wed

Weekly probe

Give the curriculum-based measure you already use. It stays the number on the graph.

Fri

Read the cards, adapt

The cards name the misconception per student and write a three-step reteach. Monday's group starts from that reason, and the dated cards pile up for the decision meeting.

If your Tier 2 groups run on the same account, the records from before a student moved up are already there. The MTSS progress monitoring software page shows how those records line up against the eight-week decision window, and the math intervention software for middle school page covers the Tier 2 group setting.

04 Example output

One grade 7 integer answer, the reason behind a flat line

Where the student is

Nine weeks in Tier 2, six weeks in Tier 3. Weekly computation probe flat at 4 to 6 of 20 on integer items.

The item and what the student wrote

Find -3 - (-5). "-8. Two negatives make it more negative so I add them."

Six weeks of extra integer practice had not moved the probe because the student was applying a rule consistently, just the wrong one. The card names it, and the reteach goes back to what subtraction means on a number line instead of drilling more sign rules.

For students with a diagnosed math learning disability, the math programs for dyscalculia page shows how the card separates a recall slip from a missing concept.

Session evidence card, grade 7, integer operations

Fixed example

Diagnosis

Treats subtracting a negative as combining two negatives

The student reads -3 - (-5) as two negative amounts put together and adds their sizes. Asked what subtracting means with whole numbers, the student said taking away, then could not say what taking away a negative does. The rule is applied the same way on every item, so this is a concept gap, not carelessness.

Next tutoring move / hint only

On a number line, start at -3. Subtracting 5 moves you which way? Now what should subtracting negative 5 do?

Skill mastery read

Subtracting integers

Not yet

16%

Wrote -8 for -3 - (-5) and said two negatives make it more negative.

Adding integers

Developing

46%

Got -3 + 5 right, then used the same rule wrongly on subtraction.

Integers on a number line

Developing

40%

Placed -3 and -5 correctly, but moved the wrong direction when subtracting.

Explaining a step in words

Secure

74%

Stated the rule clearly, which is what made the error visible.

Teacher note

The probe has been flat because more sign-rule practice reinforces the wrong rule. Reteach subtraction as distance and direction on a number line before the next practice set.

Reteach in 5 minutes

Subtraction as a direction, not a pile

Model 5 - 2 and 5 - (-2) on the same number line and compare where each lands.
Rewrite each subtraction as adding the opposite and check it on the line.
Give three mixed items and ask for the direction of the move before any computing.

05 Tier 2 and Tier 3 side by side

Tier 2 and Tier 3 math intervention programs compared, and where the tutor fits in each

Typical ranges drawn from the IES practice guide on RtI in mathematics and NCII guidance. Your district's MTSS handbook sets the actual numbers.

Question	Tier 2	Tier 3	Coeducate in Tier 3
Who	Students somewhat below benchmark	Students who did not respond to Tier 2, often about 5 percent	The same students, grades 3 to 12
Group size	About 3 to 6	1 to 3	One student per session
Time	20 to 30 minutes, 3 to 5 days	30 to 60 minutes, 4 to 5 days	Adds individual minutes between group sessions
Program	Standard protocol, same for the group	Validated program, adapted to the student	Your items from the target gap, no fixed track
Progress monitoring	Every 2 to 4 weeks	Weekly	Does not replace the probe
Diagnostic step	Rare	Expected when the student is not responding	Every session names the misconception
Evidence for the meeting	Probe graph	Probe graph plus diagnostic notes	Dated cards with the student's words, CSV export

Who

Tier 2: Students somewhat below benchmark
Tier 3: Students who did not respond to Tier 2, often about 5 percent
Coeducate in Tier 3: The same students, grades 3 to 12

Group size

Tier 2: About 3 to 6
Tier 3: 1 to 3
Coeducate in Tier 3: One student per session

Time

Tier 2: 20 to 30 minutes, 3 to 5 days
Tier 3: 30 to 60 minutes, 4 to 5 days
Coeducate in Tier 3: Adds individual minutes between group sessions

Program

Tier 2: Standard protocol, same for the group
Tier 3: Validated program, adapted to the student
Coeducate in Tier 3: Your items from the target gap, no fixed track

Progress monitoring

Tier 2: Every 2 to 4 weeks
Tier 3: Weekly
Coeducate in Tier 3: Does not replace the probe

Diagnostic step

Tier 2: Rare
Tier 3: Expected when the student is not responding
Coeducate in Tier 3: Every session names the misconception

Evidence for the meeting

Tier 2: Probe graph
Tier 3: Probe graph plus diagnostic notes
Coeducate in Tier 3: Dated cards with the student's words, CSV export

School team reviewing a student's progress data at a Tier 3 decision meeting

06 The decision meeting

What the team sees at the six to eight week review

A flat probe graph starts the conversation. What usually ends it badly is having nothing else: the team extends the same plan because no one can say what is going wrong. With the cards, the interventionist walks in with a short list per student, the idea that keeps failing, the student's words from three dates, and what the reteach changed.

That record matters again if the team refers the student. Federal guidance in OSEP Memo 11-07 says an RTI process cannot be used to delay or deny an evaluation, and the evaluation team will ask what was tried and how the student responded. Dated work samples answer both. After eligibility, the same cards feed IEP progress reports, which the math programs for special education page covers.

07 Being straight about it

When this is the wrong Tier 3 math program to buy

You have no validated program yet. DBI starts with one. Buy the intervention program first. A tutor that diagnoses errors is the second purchase, not the first.
You need the progress monitoring probe itself. Coeducate does not produce a normed CBM score or a rate of improvement. Keep the screener and the probes your district already uses.
The students are in kindergarten to grade 2. Early Tier 3 work is counting and quantity with objects and an adult. The tutor reads written reasoning, so it starts at grade 3.
You want the software to replace the interventionist. It will not. Tier 3 is intensive because an adult is closer to the student. The tutor adds minutes and a diagnosis between those sessions.

08 Who uses it

Built for the people who run intensive intervention

Math interventionist

Has four Tier 3 students across two grades and one planning period. The cards do the error analysis between sessions.

Special education teacher

Runs intensive math for students with and without IEPs. The same dated record serves the DBI cycle and the quarterly IEP report.

MTSS coordinator

Chairs the decision meetings and wants a reason on the table, not only a graph. CSV export drops the records into the team's own tracker.

Director who signs the PO

Needs a published price and a privacy posture that survives review. See AI tutor for schools pricing and the student data and COPPA page.

09 FAQ

Questions teams ask before buying a Tier 3 math intervention program

Planning for younger students? The elementary math intervention programs page covers grades 3 to 5, and the high school math intervention programs page covers Algebra 1 support.

What is a Tier 3 math intervention?

A Tier 3 math intervention is the most intensive layer of support in MTSS or RTI, for students who did not respond to core instruction plus a Tier 2 group. It means fewer students per adult, more minutes, more frequent progress checks and a plan adjusted to the individual student, usually through the data-based individualization process from the National Center on Intensive Intervention.

What are the best Tier 3 math intervention programs?

The best Tier 3 math intervention program is a validated Tier 2 program delivered with more intensity, plus a way to find out why a specific student is not responding. NCII's tools chart lists validated math programs with their evidence. What most schools lack is the diagnostic step: a quick, repeatable read on which idea failed for this student, this week.

How long should Tier 3 intervention last?

Most schools plan Tier 3 in cycles of six to ten weeks, with sessions of 30 to 60 minutes four or five days a week, then review the progress data before deciding what changes. There is no fixed end date. The decision rule is response: if the trend line is flat after enough data points, the plan is adapted rather than simply extended.

How many students are in a Tier 3 intervention group?

Tier 3 groups are usually one to three students, compared with roughly three to six in a Tier 2 group. Smaller groups are the point: they let the adult hear each student's reasoning and adjust in the moment. A one-to-one AI tutor adds a genuinely individual session between those small-group meetings without adding staff.

What is the difference between Tier 2 and Tier 3 math interventions?

Tier 2 is standardized, small-group support for students somewhat behind, often three to six students for 20 to 30 minutes a few times a week. Tier 3 is individualized and intensified for students who did not respond to Tier 2: smaller groups, longer and more frequent sessions, weekly progress monitoring and a diagnostic look at why the student is stuck.

How often should you progress monitor in Tier 3?

Weekly is the common standard for Tier 3, compared with every two weeks to monthly at Tier 2. Weekly curriculum-based measures give enough data points to see a trend within six to eight weeks. The probe tells you whether the student is moving. It does not tell you why they are not, which is what the session evidence is for.

Is Tier 3 the same as special education?

No. Tier 3 is intensive intervention that any student can receive, with or without an IEP. Some schools route many Tier 3 students to special education evaluation, but federal guidance (OSEP Memo 11-07) says an RTI process cannot be used to delay or deny an evaluation when a disability is suspected or a parent asks for one.

How much do Tier 3 math intervention programs cost?

Scripted intervention kits are sold per kit or per teacher, and most software is licensed per student per year by quote. Coeducate publishes its price: $89 a month for one teacher with up to 60 students, $3,480 a year for a school of up to 600 students, and $1,290 a month for a district with PO billing.

10 Pricing

Priced per program, not per seat

Annual billing is about 17% lower. There is no free tier, and the privacy posture is identical on every plan.

Classroom

$89/mo

One teacher, up to 60 students, CSV mastery export.

School

$349/mo

Up to 10 educators and 600 students, roles, SSO, scheduled reports.

District

$1,290/mo

Up to 75 educators and 5,000 students, standards mapping, SIS export, PO billing.

Full pricing and Enterprise

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Run one answer from your flattest Tier 3 graph through the Mastery Check

Paste an item from the gap you are targeting and the student's answer with their explanation, then read the card it returns. Nothing you type is stored.

Student work is never used to train models. No card required to try the demo.

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