When I first started as a math teacher over twenty-six years ago, I felt constantly pulled in a hundred directions. There were so many pressures—budget cuts, constant changes in curriculum, and cycles of new initiatives. As a passionate educator, I wanted more than just survival for my students; I wanted growth. Real, measurable growth.

Even now, as “The IgnitED Teacher,” my heart is moved by the messages I get from teachers—especially those feeling overwhelmed by the challenge of closing learning gaps in math. Recently, a new member of my Gap Closers membership shared her concern: “How far do I go back to close these gaps?” That simple, honest question resonated deeply with me. If you’re asking yourself the same thing, you’re in the right place.

Throughout my career, I’ve developed practical, evidence-based strategies for math intervention that work for any teacher—seasoned or brand-new. Today I’ll share the process that answers those questions and show you the tools I use, including my Math Gap Mapper and Student Work Analysis. And if you want even more support, I invite you to check out my free resource library and memberships below!

Start With Data: The Power of Knowing Your “What” and “Why”

Every successful intervention begins with data analysis. But that doesn’t just mean numbers; it means qualitative data, too—your observations, the way a student tackles problems, the strategies they use (or don’t use). As I told a new math interventionist, “Your data is where you begin.”

The numbers tell you what students are struggling with. But only deep analysis of student work can tell you why. That’s where my Student Work Analysis tool comes in. I ask five key questions for every student:

• What concept does the student understand?
• What concept does the student not understand?
• At what grade are those concepts taught?
• What is the student’s work ethic like? Are they a ‘can do, won’t do’ type?
• Where should you begin your intervention, and why?

Analyzing work in small groups—high, medium, and low—is especially helpful for secondary teachers. You don’t need to do this for every student individually from day one. Start broad, then zoom in.

Closing the Gap: Meeting Students Where They Are

Learning gaps aren’t just about missing grade-level content. The “gap” is the space between where a student currently operates and where they’re supposed to be. To close that gap, you must meet students precisely where they are—not where the pacing guide or curriculum says they should be.

For example, when converting fractions greater than one whole to a mixed number, I often see kids struggle with division. Instead of pushing them directly into abstract algorithms, I teach conceptual understanding through decomposing fractions and visual models. My Math Gap Mapper quickly pinpoints whether a student is still at the “emerging” stage, drawing pictures rather than dividing abstractly.

The question of “how far back should I go?” is answered by your standards—and by your assessment of conceptual versus abstract mastery. In my case, if a fifth grader can’t divide fractions abstractly but understands visual modeling from third grade, I know exactly where to start!

Tools That Transform: My Math Gap Mapper and Resource Recommendations

To make this process accessible, I created the Math Gap Mapper—a digital tool exclusive to my Gap Closers membership. You upload a student’s work, and it generates an analysis:

• What foundational skills are missing?
• Which standards are relevant (with Common Core or equivalent)?
• Where should intervention begin (third, fourth, or fifth grade concepts)?
• Concrete strategies for moving from conceptual to abstract thinking.
• It’s not about tech replacing you as a teacher—but about harnessing technology to empower your expertise, not hinder it.

And here’s the best news: everything you need to close gaps is probably already in your classroom! I encourage teachers to stop buying expensive “intervention kits.” Instead, invest in your own content knowledge and connect with colleagues across grade levels. If you’re in middle school, link arms with elementary teachers—they’ll have the tools and the experience you need.

Progress Monitoring That Makes Sense

Effective intervention isn’t just about teaching; it’s about tracking growth. But progress monitoring should align with your instructional methods—not standardized test prep. If you’re moving a student from drawing fraction models to dividing fractions abstractly, assess them the same way.

Don’t let progress monitoring become a monster—let it reflect the authentic learning process. In my Math Intervention Academy, teachers learn to monitor progress in the way that matches their own instruction cycle. This works for students of all backgrounds: advanced learners, English language learners, and those working below grade level.

The Real Secret: Your Process, Not Your Program

What closes gaps? You, your strategies, and your process. It’s not about the latest program or tech fad; it’s about trusting yourself, growing your skills, and applying a proven cycle. This approach has worked for me over two decades with every kind of learner, in every setting.

Remember, math standards are the same nationwide—only the grade level shifts. Focus on content and skills, not products. And if you use Eureka Math or similar curricula, adapt with hands-on manipulatives that connect with your students.

Conclusion: Ready to Ignite Growth in Your Classroom?

If any of these strategies resonated—or you felt your mind blown—consider joining my free resource library or subscribing to my Gap Closers membership for just $7/month. You’ll get instant access to my Math Gap Mapper, a supportive community, and actionable workshops like “Implementing the Math Intervention Cycle,” “Effective Lesson Planning for Math Intervention,” and more.

Don’t miss out!