Interventions on the Go (IoG) is a flexible, skill-based math intervention system designed to help educators identify unfinished learning, provide targeted instruction, and monitor student progress. It can be used by classroom teachers, special education teachers, interventionists, paraprofessionals, and other support staff to provide support across Tier 1, Tier 2, and Tier 3.

The system combines diagnostic assessments, leveled intervention pathways, Pathway Instructional Guides, Independent Practice, progress monitoring, and teacher supports to help educators match instruction to students’ specific needs.

Each level includes 5–10 intervention pathways centered on Concrete, Pictorial, and Abstract (CPA) thinking. Students build conceptual understanding through hands-on models and visual representations before moving to abstract reasoning and procedures: discovering the “why” before memorizing the “how.”

What’s Included

Digital access to each intervention level includes:

• Diagnostic assessments
• Pathway Instructional Guides
• Independent Practice
• Progress monitoring assessments and recording sheets
• Downloadable templates and resources
• Instructional videos and teacher supports

Manipulative kits are available separately and support up to five students at a time. Schools with existing SIS math tools and manipulatives may use those materials instead.

The intervention process begins by identifying students who may need additional math support through universal screeners, district assessments, classroom data, and teacher observations. Once students are identified, teachers administer a diagnostic assessment aligned to the previous grade-level standards to determine specific areas of unfinished learning.

Based on assessment results, students are placed into targeted intervention pathways that address their individual skill gaps. Teachers then use intervention Pathway Instructional Guides, math tools, Independent Practice, and teacher supports to provide focused instruction.

Intervention should not simply repeat classroom instruction. Effective intervention identifies and addresses specific gaps in understanding through targeted, observable, and measurable instruction provided consistently over time.

Progress monitoring assessments are used throughout the intervention process to help teachers determine student growth and readiness to move forward. Students should participate in at least 15 minutes of intervention consistently over multiple sessions before progress monitoring check-ins are administered. As students demonstrate understanding and mastery, they can move flexibly through the intervention pathways toward grade-level proficiency.

Interventions on the Go is organized into overlapping instructional levels designed to support students performing below, approaching, or at grade-level expectations. Students are placed into pathways based on diagnostic data and demonstrated skill gaps rather than grade level alone.

Students may move between levels and pathways as they progress. The goal is targeted intervention that builds understanding, confidence, and long-term mathematical success.

Step #1 — Administer IoG Diagnostic:

Begin with the IoG diagnostic aligned to the student’s current grade level. Each diagnostic assesses the prerequisite skills from the previous grade level to determine whether students have the mathematical foundation needed for success with current grade-level expectations.

Step #2 — Determine the appropriate instructional level and pathway

Review the student’s performance across the diagnostic to determine whether unfinished learning is broad or isolated to specific pathways.

• Broad unfinished learning across most or all pathways suggests the student may need assessment at a lower instructional level.
• Difficulty isolated to one or two pathways suggests the student is likely ready for targeted pathway intervention within the current instructional level.

Once the appropriate instructional level and pathway have been determined, complete the level-specific Diagnostic Decision Form (located on each level’s home page) to document the selected instructional level, pathway, and corresponding Progress Monitoring Assessment before beginning intervention.

Step #3 — Establish Baseline Data

Once the instructional level and pathway have been identified, administer the first form of the level-specific Progress Monitoring Assessment.

The purpose of the Progress Monitoring Assessment is to identify the student’s specific misconception or area of need within the selected pathway. Rather than reteaching an entire concept, teachers use the results to determine exactly where instruction should begin.

The Progress Monitoring Assessment guides the selection of intervention activities and establishes a baseline for measuring student growth throughout the intervention process.

Record the student’s baseline results before beginning intervention instruction.

Step #4 — Prepare for Instruction

Organize each pathway into its own folder or storage bin that includes the Pathway Instructional Guides, manipulatives, printable resources, Independent Practice, and Progress Monitoring Assessments. Preparing materials in advance allows intervention sessions to begin immediately and maximizes instructional time.

Note: You do not need every material in the instructional kit for every lesson. Each Pathway Instructional Guide identifies the specific materials required for that activity. Organizing materials by pathway ensures students have exactly what they need for the targeted concept while making intervention sessions efficient and easy to manage.

Step #5 —Deliver Targeted Intervention

Use the results of the Progress Monitoring Assessment to select the appropriate intervention pathway and Pathway Instructional Guide. Provide instruction using the Concrete–Pictorial–Abstract (CPA) instructional sequence while allowing students multiple opportunities to build conceptual understanding before moving to abstract procedures.

Intervention should focus on the specific misconception identified through the Progress Monitoring Assessment rather than reteaching the entire mathematical concept.

Step #6 — Monitor Student Growth

Subsequent forms of the Progress Monitoring Assessments are administered after students have received consistent intervention and sufficient instructional opportunities. Use the corresponding Progress Monitoring Assessments to measure student growth and determine readiness to move to the next pathway.

Record each assessment using the Progress Monitoring Recording Sheet. The sheet automatically calculates student performance and provides color-coded indicators to help teachers quickly monitor progress over time.