Waukegan, Illinois – Dec 01, 2025 – Mathematics teacher and curriculum specialist Rich Michael Casa-Alan today announced the release of a comprehensive, district-ready National Math Intervention Framework designed to rapidly improve outcomes for at-risk and underperforming students across the United States. The framework—developed over 15 years of frontline teaching, intervention coaching, and curriculum design—offers school systems a turnkey, scalable approach that pairs rigorous instructional design with continuous progress monitoring, targeted teacher support, and equity-focused implementation.
Casa-Alan’s model is published as a white paper peer-reviewed concept in International Research Journal of Education & Technology under the title “Developing a Scalable National Math Intervention Framework for At-Risk Students in the United States.” The paper details how districts can standardize intervention cycles, use classroom-embedded assessments to guide instruction, and build teacher capacity at scale while aligning to state math standards and data-driven accountability.
Alignment with SOC 25-9031 & Why Now
Across the country, districts are navigating the most complex math recovery challenge in a generation. Staffing constraints, evolving standards, and unfinished learning have left many schools with inconsistent intervention practices and limited tools to reliably monitor growth. The national math conversation has matured from “what curriculum” to “what system reliably delivers results.” That pivot places Instructional Coordinators—SOC 25-9031—at the center of the solution: coordinating data cycles, designing lesson pathways, aligning assessments to standards, supporting teacher practice, and evaluating program effectiveness.
(“SOC” is the U.S. Standard Occupational Classification system. SOC 25-9031: Instructional Coordinators (Curriculum Specialists) define professionals who develop instructional materials, coordinate educational content, align curriculum to standards, train and coach teachers, and evaluate program effectiveness.) In practical terms, these specialists serve as the circuit board of school improvement—coordinating data cycles, designing lesson pathways, aligning assessments to state standards, supporting teacher practice, and running continuous program evaluation so leaders can see what’s working and scale it fast.
Casa-Alan’s framework directly addresses those duties by packaging the work of an instructional coordinator into a district-deployable architecture that can be implemented within one academic term and sustained year over year. It prioritizes equity and access for multilingual learners, students with interrupted formal education, and those requiring Tier-2/Tier-3 support groups, most disproportionately affected by math skill gaps.
The framework operationalizes SOC 25-9031 responsibilities into eight district-ready deliverables:
- Curriculum Design & Mapping: Yearlong scope-and-sequence with spiraled review and explicit pre-teaching for algebra readiness.
- Assessment Coordination: Common unit assessments, item banks, and calibration protocols mirroring state blueprint emphasis.
- Instructional Materials Curation: Standards-aligned intervention lessons tagged by prerequisite skill and cognitive demand.
- Professional Learning: Monthly PD sequence (diagnose → plan → instruct → check) plus new-teacher mentoring templates.
- Program Evaluation: A growth index combining classroom checks, curriculum-based measures, and state-aligned interim data.
- Data Systems & Reporting: Campus dashboards tracking group movement, intervention attendance, and proficiency projections.
- Family & Community Engagement: Plain-language progress updates and take-home practice aligned to classroom work.
- Sustainability & Handover: A district playbook with roles, timelines, and SOPs so the system persists beyond staff turnover.
By formalizing these responsibilities into a single, district-deployable architecture, schools gain a repeatable engine for math recovery—one that protects intervention minutes, accelerates foundational skills, and delivers transparent growth reporting. This systems-level capacity helps districts move beyond piecemeal fixes to sustained, measurable gains in student achievement.
What’s New About the Framework
1) Tiered Intervention, Precisely Scheduled. A master scheduling template ensures protected time for Tier-2 and Tier-3 interventions without compromising core instruction. The model clarifies grouping rules (size, duration, exit criteria) and outlines co-teaching structures for inclusion settings.
2) Diagnostic-to-Lesson Pipeline. Short “minute-zero” diagnostics feed skill-level lesson banks (number sense, algebraic thinking, functions, data/geometry). Hence, students begin targeted lessons the same week gaps are identified—reducing wait time between assessment and action.
3) Four-Week Data Cycles. Teachers and coaches meet every four weeks for content-team data huddles: they analyze exit tickets, Pre-ACT/PSAT-aligned checkpoints, and curriculum-based measures; then regroup students, reset goals, and update intervention plans. Progress reports roll up to campus and district dashboards for transparent accountability.
4) Classroom-Embedded Evidence. Instead of relying solely on distant benchmark windows, the system uses lesson-embedded checks aligned to state blueprints—giving teachers fast, actionable insights.
5) Coach-Led Teacher Support. A coaching sequence (plan-observe-debrief-replan) rotates every two weeks, pairing evidence-based strategies, explicit instruction, worked examples, cumulative review, and error analysis—with teacher choice and reflective goal setting.
6) Equity by Design. Lessons include language scaffolds, visual models, and multiple representations to support multilingual learners and students with IEPs. Family-facing summaries are translated and distributed regularly so caregivers see growth and understand next steps.
7) Implementation “Guardrails.” To ensure fidelity, the framework sets non-negotiables: protected intervention minutes, published re-grouping dates, administrator learning walks with look-fors, and monthly PD anchored to campus data.
A Practitioner’s Blueprint
Casa-Alan brings deep classroom and coaching experience to the design. In Waukegan Public Schools (IL), he has served as a Math Teacher and Interventionist, leading 9th-grade Algebra I team meetings, mentoring first-year teachers, collaborating on teaching calendars, and increasing student achievement in Pre-ACT and MAP assessments through targeted intervention and data-informed instruction. He previously taught in middle and high schools in the U.S., the Philippines, and Saudi Arabia, authored senior-high Statistics & Probability modules, and served as a module evaluator for General Mathematics, ensuring the framework is grounded in real classrooms, not just theory.
His preparation includes a master’s in educational management, a Master of Arts in Education (Mathematics), and state licensure, along with professional development in Culturally Responsive Teaching, GLAD, and 21st-Century Mentoring—all of which inform the framework’s equity orientation and teacher-support design.
“Every element—diagnostics, grouping, lesson design, and coaching—was pressure-tested in busy schools,” Casa-Alan added. “The result is a system that fits into existing schedules, respects teacher time, and moves proficiency for students who’ve been historically underserved.”
How Districts Can Use the Model
Start with a 60-Day Launch.
- Weeks 1–2: Establish protected intervention blocks; train staff on grouping rules and data-cycle calendars.
- Weeks 3–4: Administer rapid diagnostics; launch targeted skill lessons; begin coach observation cycles.
- Weeks 5–8: Regroup students; refine lessons; analyze mini-assessments; conduct administrator walk-throughs.
- Weeks 9–10: Report campus-level growth; plan PD based on observed needs; reset goals for the next cycle.
Staffing-Neutral by Design. The framework leverages existing math teams, special educators, multilingual specialists, and paraprofessionals—organized through a master schedule that minimizes pull-outs and keeps students inside core instruction as much as possible.
Evidence & Accountability. A concise, two-page Campus Intervention Scorecard—updated monthly—shows group movement, time-on-task, lesson completion, and growth by sub-group, allowing principals to course-correct in real time.
Addressing the Needs of At-Risk Students
At-risk learners need accelerated access to prerequisite skills without losing momentum in grade-level content. Casa-Alan’s approach interleaves foundational skill practice with current unit content, preventing common scheduling pitfalls where intervention time displaces grade-level instruction. It also reduces the “wait time” between identifying a gap and delivering the right lesson, a delay that disproportionately affects students with attendance challenges, language needs, or interrupted formal education.
The model supports teacher wellness by simplifying planning: teachers receive ready-to-use mini-lessons aligned to the exact diagnostic outcomes their groups present each week. Coaches guide reflective goal setting tied to observable impacts on student work making professional growth visible and meaningful.
Measuring What Matters
Rather than chasing a single summative score, the framework tracks both proficiency and growth:
- Proficiency Indicators: Unit test alignment to state blueprints; algebra readiness benchmarks; standards mastery by domain.
- Growth Indicators: Weekly exit tickets and cumulative reviews; Pre-ACT/PSAT-aligned checkpoints; MAP-style growth trends where available.
- Fidelity Indicators: % of protected minutes delivered; % of students receiving correct-fit lessons; frequency of regrouping on schedule.
- Equity Indicators: Sub-group growth (MLL/IEP), access to intervention minutes, and reduced chronic absenteeism in intervention blocks.
District leaders receive quarterly evaluation rubrics to assess whether changes in scheduling, materials, and coaching are translating into measurable gains that fulfill the program evaluation expectations.
For District Partners
Casa-Alan is inviting districts, charter networks, and regional service centers to pilot the framework in the upcoming term. Participating partners will receive:
- A district implementation playbook (scheduling templates, regroup calendars, and SOPs).
- Coach toolkits (look-fors, observation scripts, and debrief guides).
- Assessment packs (diagnostics and exit-ticket banks) aligned to state standards.
- A progress-monitoring dashboard template for campus and district leaders.
- On-site or virtual PD focused on high-leverage practices in math intervention.
“Our goal is to help school systems build capacity that lasts—not a one-off initiative,” Casa-Alan said. “If we standardize the cycles of support and make every minute count, students will feel the difference this semester.”
About Rich Michael Casa-Alan
Rich Michael Casa-Alan is a mathematics educator and curriculum specialist with fifteen years of classroom and coaching experience in U.S. and international schools. He has served as a Math Teacher and Interventionist in Waukegan Public Schools (IL), led Algebra I content teams, mentored new teachers, and contributed to the writing and evaluation of curriculum modules for senior high school mathematics. He holds graduate degrees in Educational Management and Mathematics Education and maintains professional educator licensure. His work centers on equitable math instruction, data-driven intervention, and scalable systems that support teachers and students in high-need contexts.
“Districts don’t need another program—they need a repeatable system that closes foundational skill gaps, protects instructional minutes, and helps teachers deliver the right lesson tomorrow,” said Rich Michael Casa-Alan, creator of the framework. “This model provides a clear playbook for scheduling, grouping, diagnosing, intervening, and measuring growth—so every student, in every school, gets the math instruction they need when they need it.”
Media Contact
Rich Michael Casa-Alan welcomes collaboration with school districts, education leaders, professional associations, and universities committed to advancing equity in mathematics and instructional leadership. He provides customized training, keynote speaking, and capacity-building workshops on inclusive instructional design, evidence-based math intervention, and data-driven teacher development through his consultancy.
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