Tier-2 Instruction: In secondary math, when common formative assessment (potentially the Background Knowledge Pre-Assessment in 6-8 or other standards-aligned assessments) indicates a small number of students have mathematical misconceptions, create a temporary and short-term experience through: explore classes, before or after school, math lab, peer tutoring. Create the space to confer with groups of students, work on open-middle and open-ended tasks, with a focus on eliciting and questioning in response to the student thinking that the task generates.
 

Tier-3 Instruction: For secondary mathematics, when common formative assessment (potentially the Background Knowledge Pre-Assessment in 6-8 or other standards-aligned assessments) indicates a small number students of students have mathematical misconceptions, create a longer-term experience through, support and focus classes. Create the space to confer with groups of students, work on open-middle and open-ended tasks, with a focus on eliciting and questioning in response to the student thinking that the task generates.