RFI Tier 3 Math Intervention Program (Grades K-8)

September 2026
REQUEST FOR INFORMATION (RFI)
Title: Tier 3 Math Intervention Program (Grades K-8)
Issuing Entity:
Washington County Public Schools
Center for Education Services
c/o Amy Seylar, Supervisor of Secondary Education
10435 Downsville Pike
Hagerstown, MD 21740
Purpose: To identify evidence-based, intensive Tier 3 mathematics intervention programs and diagnostic tools
for students in grades K-8 who demonstrate significant learning deficits in mathematics. This tier 3
mathematics intervention should have the capability to be implemented alongside an already-existing Tier 1
high-quality instructional material (HQIM). WCPS is currently using the following Tier 1 HQIMs:
K-5, Illustrative Mathematics (version 360), Imagine Learning
6-8, Into Math, Houghton Mifflin Harcourt
Section I: Program Philosophy and Tier 3 Model
Tier 3 intervention must provide intensive, highly individualized support tailored to students with significant
foundational skill deficits. Vendors must articulate how their solution integrates whole-child support into
intensive instruction.
ESSA Evidence Rating: Indicate the program's highest ESSA evidence tier (Strong/Tier 1,
Moderate/Tier 2, or Promising/Tier 3) supported by independent research studies, Evidence of ESSA,
What Works Clearinghouse (WWC), Ohio Evidence-based Clearinghouse, Pennsylvania Evidence
Resource Center, or Mississippi Department of Education ratings. Include links to published reports or
third-party evaluations.
Target Student Population: Describe how the curriculum addresses the specific needs of students in
grades K-8 performing significantly below grade level (2 or more years below).
Delivery Model:
Group Size: Small group of 1 teacher to 4 students or less
Provided in addition to Tier 1 instruction
In-person, teacher-led instruction that does not rely solely on digital technology
Section II: What Works Clearinghouse (WWC) & Institute of Education Sciences (IES)
Alignment
Submitted interventions must incorporate the evidence-based recommendations detailed in the WWC/IES
Practice Guide, Assisting Students Struggling with Mathematics. Describe how your program implements each
of the following core practices:

Practice Area Vendor Response Guidance
1. Systematic Explain how instruction systematically builds concepts over time. Detail
Instruction methods for explicit instruction, use of the concrete - representation -
abstract (CRA) model, cumulative review, use of accessible numbers for
new concepts, incremental sequencing, visual/verbal scaffolding, immediate
corrective feedback, and deliberate practice of skills taught.
Explicit instruction means the following conditions are met:
It begins with numerous clear and unambiguous opportunities for
teachers to explain concepts and reasons for performing specific
procedures. In other words, it is not enough to demonstrate steps -
students should be clear on the underlying conceptual reasoning.
Instructional materials at this Tier should provide these connections.
Teachers and students are solving problems together, with a gradual
release as students gain independence.
Students are asked to communicate their problem-solving strategies
and reasoning to the teacher or their peers.
Teachers provide specific feedback that clarifies what students did
correctly and what they need to do to improve.
Students are provided opportunities to correct their errors.
2. Precise Mathematical Describe how explicit mathematical vocabulary is routinely taught using clear,
Language non-informal terms and visual supports (e.g., graphic organizers). Detail how
students are prompted to use precise terminology.
3. Concrete & Detail the progression of concrete (3D manipulatives), semi-concrete (2D
Semi-Concrete visuals/diagrams), and abstract mathematical notation. Explain how explicit
Representations connections are maintained between representations.
4. Central Use of Number Detail how number lines are integrated to build magnitude understanding for
Lines whole numbers, fractions, and decimals. Explain how number lines support
operations and prepare students for middle school concepts.
5. Word Problem & Describe explicit instruction for word problem structures/schemas. Detail how
Schema Instruction students learn specific solution methods, distinguish relevant from irrelevant
information, and recognize problem types.
6. Fact & Subtask Timed Outline brief, timed practice routines (1-5 minutes) targeting foundational facts
Fluency or subtasks. Detail progress-monitoring mechanisms (e.g., student charting)
and error-correction strategies.

Section III: Assessment & Universal Screening
The intervention program must offer comprehensive diagnostic and progress-monitoring capabilities to target
exact areas of need and measure growth.
Universal Screening & Diagnostic Tools: Detail available diagnostic assessments designed to isolate
skill gaps in foundational universal skills as identified in MSDE Numeracy Development Framework and
TNTPs Key Predecessors for Algebra I and provide intervention needed to achieve long-term success
in Tier I instruction.
Progress Monitoring: Outline the frequency, format, and duration of progress-monitoring probes to
track Tier 3 growth.
Reporting & Data Dashboard: Describe reporting features available for teachers and administrators to
evaluate individual progress and Tier 3 system efficiency and effectiveness.
Section IV: Submission Guidelines & Vendor Response
Interested vendors must submit the following materials by mail (see address above) or by email
(seylaamy@wcps.k12.md.us) by Wednesday, October 21, 2026:
1. Executive Summary: Overview of the program, core philosophy, and grade-level alignment.
2. Alignment Matrix: Completed responses addressing Sections I, II, and III above.
3. Implementation & Cost Structure: Overview of teacher training, professional development offerings,
ongoing coaching, material costs, and licensing fees.