If you’ve ever watched a child painfully count “7 + 8” on their fingers every time, you know how frustrating math can feel when facts aren’t automatic. And if you’ve ever seen a child rush through facts quickly but make sloppy mistakes, you know that speed alone isn’t the goal either.

As a special education teacher, I see this every day. Kids need both automaticity and fluency with math facts to build a strong foundation for more complex problem solving. These two terms are often used interchangeably, but they’re not exactly the same — and understanding the difference helps us support kids more effectively.

Let’s break it down.

What’s the Difference Between Automaticity and Fluency?

Automaticity is instant recall — being able to answer basic facts without counting or thinking through strategies. If you ask a child “5 + 5” and they answer “10” without pausing, that’s automaticity.

Fluency is accurate, efficient, and flexible use of math facts. A fluent child can solve “7 + 8” by recalling the fact, decomposing it into “7 + 3 + 5,” or using doubles-plus-one (7+7=14, plus 1 more = 15). They can choose the strategy that makes sense and apply it quickly and correctly.

You can think of it like reading:

• Automaticity is knowing words by sight.
• Fluency is reading with speed, accuracy, and expression — not just saying words but understanding and using them.
• Both are essential, and they work together.

Why Automaticity and Fluency Matter

• They free up working memory.
• Kids who spend mental energy counting on fingers don’t have much left for multi-step problems or word problems. Automaticity lightens the cognitive load.
• They build confidence.
• Nothing shuts a student down faster than feeling “slow” at math. When they know their facts, they participate more and feel capable.
  
• They allow flexible thinking.
• Fluency means kids can use strategies — not just memorize. If they forget one fact, they can figure it out from what they do know.
• They prepare kids for higher math.
• Multiplication, division, fractions, and algebra all build on basic facts. Weak automaticity and fluency create shaky foundations that show up year after year.

How Teachers Can Build Automaticity and Fluency

As teachers, we can do a lot to support both:

• Teach strategies first. Counting is a starting place, but kids need tools: doubles facts, make-ten strategies, counting on, and decomposing numbers.
• Give short, frequent practice. Five minutes a day is better than one long session once a week.
• Mix retrieval and strategy practice. For example, have students solve 10 facts from memory and 5 using a strategy they explain.
• Incorporate games. Card games, dice games, and partner races make practice fun and meaningful.
• Track progress. Show students their growth over time so they stay motivated.

How Parents Can Support at Home

Parents can help without turning math practice into a battle:

• Practice in short bursts. Keep sessions under 5 minutes — maybe in the car, during breakfast, or before bed.
• Play games together. War with playing cards (highest sum wins), rolling dice to add or subtract, or online fact fluency games can make practice enjoyable.
• Use real-life math. Ask “If we have 3 apples and buy 4 more, how many now?” at the grocery store.
• Praise progress, not just speed. Celebrate when your child explains a new strategy or answers more correctly than last time.
• Model a positive attitude about math. Kids notice if we say “I’m not a math person.” Show them that math is something we practice — not something you’re either born good at or not.

Building Both Speed and Strategy with the Path to Multiplication Bundle

The Big Picture

Building both automaticity and fluency is like giving kids two superpowers: Automaticity gives them speed and confidence. Fluency gives them flexibility and problem-solving power. Together, they make math less frustrating and more fun — and that’s a gift kids carry with them into every grade.

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As a special education teacher, one of the most common things I hear from both parents and general education colleagues is, “I want to help, but I’m not sure where to start.”

And honestly? I completely understand.

The world of special education can feel like a maze—filled with acronyms, timelines, legal requirements, and meetings that seem to speak a language all their own. Even when your heart is fully in the right place, the process can be confusing and emotionally charged. Whether you're a parent advocating for your child or a general education teacher trying to support all learners, it shouldn’t feel like you need a law degree to understand how to help.

Why We All Need a Clearer Understanding

Collaboration between home and school is one of the most important components of a student’s success—especially when that student has unique learning needs. True collaboration happens only when everyone involved understands the process and feels confident contributing. I’ve seen time and again how powerful it is when parents feel empowered and teachers feel supported.

Unfortunately, I’ve also witnessed the downside:

• Parents unsure of their rights or what questions to ask during IEP meetings.
• Teachers overwhelmed by paperwork or uncertain about how to implement accommodations.
• Confusion that creates unintentional barriers rather than building bridges.

This is exactly why I created A Guide to Special Education for Parents and Teachers—a clear, supportive, and approachable resource to help demystify the process from both perspectives.

What’s Inside the Guide?

This isn’t a dry textbook or a PDF full of legalese. It’s a resource I wish I had when I first started teaching—and one I wish every parent could have when entering the world of special education. It’s designed to be practical and user-friendly, so even if you’re new to the process, you’ll find clarity and confidence inside.

Here’s what the guide includes:

•  A simple breakdown of the IEP (Individualized Education Program) process
•  A timeline of what to expect before, during, and after IEP meetings
•   Plain-language explanations of common terms and acronyms
•  Roles and responsibilities of IEP team members (yes, including yours!)
•   Tips for improving communication between families and school staff
•   Printable tools for note-taking, planning, and collaboration

Whether you're a parent navigating this for the first time or a teacher looking for ways to support your students and their families, this guide was made with you in mind.

Why This Resource Matters

When parents and teachers share a common understanding of the special education process, everything changes:

• Meetings become conversations—not confrontations
•  Plans feel collaborative—not confusing
•  Most importantly, children benefit from a team that’s truly working together

And isn’t that the goal? When we all understand how the system works, we can help make it work better for the students who depend on it most.

A Resource Worth Having in Your Toolkit

You don’t need to be a special education expert to make a big difference. You just need the right tools and a little guidance along the way.

A Guide to Special Education for Parents and Teachers is perfect for:

• General education teachers who want to build confidence when supporting IEP students
• Special educators who need a parent-friendly explainer for meetings or back-to-school nights
• Families who are new to the process and want a clear, compassionate starting point
• Administrators looking to strengthen school-home partnerships

If you’ve ever wished there were a straightforward, human-centered way to navigate special education, here it is. Let’s work together to make the process less overwhelming and more empowering—for you, your colleagues, and most importantly, for the kids who rely on us every day.

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But to do it right, we must also understand what the law requires—and how special educators can support both the spirit and letter of those laws.

Understanding RTI and MTSS Through a Legal Lens

RTI is a prevention-oriented framework that provides increasingly intensive levels of instructional support. It’s most commonly used in identifying students with specific learning disabilities (SLD). According to the Individuals with Disabilities Education Act (IDEA 2004), states may use a “process that determines if the child responds to scientific, research-based intervention” as part of an SLD evaluation (34 CFR §300.307(a)(2)).

MTSS is a broader framework that includes not only academic intervention but also behavioral and social-emotional supports. It incorporates RTI but emphasizes a whole-child approach. While not explicitly mentioned in federal special education law, MTSS is supported by multiple federal initiatives, including the Every Student Succeeds Act (ESSA), which encourages the use of evidence-based, multi-tiered systems to improve outcomes for all learners.

Special Education Teachers: Our Legal and Instructional Role in RTI/MTSS

1. Ensuring Fidelity of Interventions

Under IDEA, evaluations must be based on valid data (34 CFR §300.304). That’s only possible when interventions are implemented with fidelity. Special educators can:

• Model evidence-based strategies
• Observe and coach general education staff
• Help ensure interventions follow duration, frequency, and instructional protocols

When interventions are inconsistent or poorly implemented, we risk collecting invalid data—leading to misidentification or delayed services.

2. Collaborating on Progress Monitoring

IDEA requires that eligibility decisions draw from “a variety of sources,” including “technically sound instruments that may assess the relative contribution of cognitive and behavioral factors” (34 CFR §300.304(b)). That’s where progress monitoring comes in.

Special education teachers can:

Help select reliable tools aligned with academic or behavioral goals

Train staff in their use:

• Support data collection and analysis
• Join problem-solving teams to interpret whether lack of progress signals a potential disability
• Well-maintained data helps distinguish between a student who is underperforming and one who has a learning disability—and helps teams make timely, legally sound decisions.

3. Preventing Bias and Over-Referral

IDEA explicitly prohibits discrimination in evaluations: assessments must not be “discriminatory on a racial or cultural basis” and must be administered in the child’s native language or other mode of communication (34 CFR §300.304(c)(1)).

As special educators, we:

• Guide teams to examine instruction, attendance, behavior, and English language proficiency before referral
• Advocate for culturally responsive interventions
• Help ensure that referrals are based on need—not implicit bias, language differences, or socioeconomic factors

RTI/MTSS frameworks were developed in part to address the historical over-identification of students from culturally and linguistically diverse backgrounds. That mission continues today—and we have a responsibility to honor it.

Supporting the Evaluation and Identification Process

When students don’t respond to Tier 3 interventions, and there’s documented evidence of ongoing difficulties, a special education evaluation may be warranted. At that point, IDEA regulations guide our work:

Evaluations must be comprehensive and assess all areas of suspected disability (34 CFR §300.304(c)(4))

Teams must use a variety of assessment tools and strategies—not a single test or score (34 CFR §300.304(b))

Evaluation procedures must be non-discriminatory, administered by trained personnel, and used for their intended purposes

Special education teachers:

• Collaborate with school psychologists, speech therapists, and other professionals during evaluation
• Interpret RTI/MTSS data as part of the eligibility decision
• Ensure all pre-referral documentation is complete and consistent
• Keep timelines, parental consent, and procedural safeguards on track
• We are also often the bridge between school and family—making sure parents understand the process and their rights, and ensuring their voice is heard.

Know Your State Laws and Policies

While IDEA sets the federal standard, each state adds its own guidelines for using RTI/MTSS in the evaluation process. For example:

Illinois requires an RTI process be part of identifying a specific learning disability (ISBE, 23 Illinois Admin. Code 226.130).

California allows school districts to choose between RTI, the discrepancy model, or a combination (California Education Code §56337).

As educators, we must stay informed about our state's expectations so we can advocate for students while ensuring compliance.

RTI vs. Discrepancy Model Under IDEA (2004)

IDEA 2004 allows (but does not mandate) RTI as a method for identifying students with learning disabilities.

According to 20 U.S.C. § 1414(b)(6)(B):

“In determining whether a child has a specific learning disability, a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability...”

This means:

• Schools are no longer required to use the IQ-achievement discrepancy model.
• Schools are permitted to use a process based on the child’s response to scientific, research-based intervention (RTI).
• States can allow or require RTI, or offer flexibility for schools/districts to choose.

What Is the Discrepancy Model?

Historically, the discrepancy model identified a learning disability based on a gap between a student’s IQ and their academic performance. Critics argue it often delays intervention until a student is significantly behind—also known as the “wait to fail” model.

Walking the Line: Early Help vs. Over-Identification

RTI and MTSS aim to strike a balance: provide early help, but don’t over-identify. Special education teachers walk that tightrope daily.

Sometimes students are referred for evaluation too quickly—before interventions have been tried with fidelity. Other times, students with clear signs of disability are kept in Tier 2 or Tier 3 too long, delaying appropriate support.

Our expertise in both disabilities and instruction allows us to ask the right questions:

• Has the student received appropriate, research-based instruction?
• Are the interventions matched to the student’s specific needs?
• Are cultural, linguistic, and environmental factors being considered?

When we ask these questions and follow the data, we can ensure that students aren’t overlooked—or over-identified.

RTI and MTSS are more than educational frameworks—they’re part of a legal and ethical system that ensures all students get the support they need. And yes a general education process BUT special education teachers are essential to that system.

By supporting the fidelity of interventions, guiding data collection, preventing bias, and leading the evaluation process, we help schools fulfill their obligations under IDEA and ESSA—and, more importantly, we help students get what they need to thrive.

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Additional reading on RTI and MTSS:

• Understanding Tier 2 in the Integrated Multi-Tiered System of Supports (iMTSS)
• Understanding Tier 1 Instruction: The Foundation of Effective Teaching
• Understanding Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI)
• Why a Comprehensive Special Education Evaluation?
• 101: MTSS & RTI
• Tier 2 Interventions: Take RTI to the Next Level
• MTSS What???
• What is RtI?
• What Parents needs to know about RTI
• RTI: Part 2
• RTI 101: Frequently Asked Questions (Part 1)
• RTI for Parents

As educators, we know that learning to read is a complex process—and for students learning English as a second or additional language (often called Multilingual Learners or MLs), it can feel even more daunting. But the good news is that the Science of Reading (SoR), with its emphasis on evidence-based reading instruction, provides powerful tools to support all students, including those acquiring English.

However, using SoR approaches with MLs isn’t always straightforward. Let’s dig into the positives, the potential pitfalls, and most importantly, the strategies we can use to make reading instruction equitable, inclusive, and effective for all learners.

What We Can Do: Practical Strategies

So, you’ve landed your first teaching job—congratulations! Whether you’re fresh out of school or transitioning from another career, stepping into the classroom for the first time is a huge milestone. You’re likely feeling a mix of excitement, nerves, and maybe even a little panic. That’s completely normal. Every teacher remembers the anticipation (and anxiety!) of that first year.

As someone who has been through the highs and lows of a first year in the classroom, I want to share some advice to help you feel more prepared and a little more confident as you head into the school year.

1. Start with Relationships, Not Routines

It’s tempting to focus all your energy on lesson planning, classroom procedures, and getting your bulletin boards Instagram-ready. But here’s the truth: the most important thing you’ll do in the first few weeks is build relationships—with your students, their families, your colleagues, and your support staff.

When students feel safe, valued, and respected, they are far more likely to engage in learning. Spend time getting to know their interests, learning styles, and backgrounds. Greet them by name, listen when they talk, and let them see that you’re a real person who genuinely cares.

Relationships will carry you through tough days and help you build a positive classroom culture that lasts all year.

2. Plan the First Week in Detail—Then Be Flexible

You don’t need to have the entire year planned out before the first day (and honestly, that’s impossible). Instead, focus on planning the first week really well. Think about:

• How you’ll greet students on day one
• What kind of classroom expectations and procedures you’ll teach
• How you’ll give students time to learn about you and each other
• What activities will help build routines and trust

Then, be ready to adjust. Something will go off track—an assembly you weren’t told about, a technology issue, a fire drill during your math block. The best teachers roll with it, adapt, and come back stronger the next day.

3. Set Up Your Classroom for Function, Not Pinterest

Having a cozy, welcoming space matters—but don’t fall into the trap of thinking your room needs to look like a professionally curated Pinterest board on day one. Function over fashion, always.

Start with the basics:

• Desks or tables arranged for collaboration or control (depending on your teaching style)
• Clear, labeled storage for student supplies
• A space to gather as a class (especially in elementary)
• A consistent spot for turning in work, posting schedules, or sharing morning messages

Add decor slowly, and include students in the process. They’ll appreciate contributing to the space, and you’ll have less pressure to do it all alone.

4. Practice Procedures Like You’re Teaching Content

Procedures are what keep your classroom running smoothly. But they aren’t magically understood just because you say them once. Teach them. Practice them. Reinforce them. Repeat.

Whether it’s how to line up, sharpen pencils, ask to go to the bathroom, or transition between subjects—model the procedure, have students practice it, and give feedback.

It might feel repetitive at first, but strong procedures save you so much time and stress down the line. Think of it as investing early so your classroom can run on autopilot later.

5. Don’t Be Afraid to Ask for Help

One of the biggest mistakes new teachers make is trying to do it all alone. You are not expected to know everything. Lean on your grade-level teammates, your special education colleagues, your school’s instructional coach, and your custodian (seriously—they’re lifesavers).

Ask questions. Observe others. Find a mentor or buddy teacher. Most teachers are more than happy to share resources and wisdom. You don’t have to prove yourself by suffering in silence.

6. Take Care of You

Teaching is incredibly rewarding—but also emotionally and physically draining. If you aren’t careful, burnout can sneak up fast. Set boundaries from the start. Leave school at a reasonable hour when you can. Make time for things that bring you joy outside of school.

You can’t pour from an empty cup, so taking care of yourself isn’t selfish—it’s essential.

7. Celebrate Small Wins

That moment a student finally remembers to raise their hand. When a shy kid shares in class. When your lesson actually goes the way you planned. Celebrate those moments, because they matter.

Your first year will be full of learning curves, but it will also be full of magic. Don’t let the challenges overshadow the progress you and your students are making.

Being a new teacher is hard—but it’s also one of the most powerful and important things you can do. You’re shaping lives, creating safe spaces, and helping kids see their own potential.

You won’t be perfect—and you don’t have to be. What your students need most is a caring adult who shows up, tries their best, and keeps learning right alongside them.

You’ve got this. And you’re not alone. Make sure to grab the freebie below to help you get started this fall.

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PS: Make sure you grab your freebie 

The Integrated Multi-Tiered System of Supports (iMTSS) is a comprehensive framework used in education to provide targeted support to all students both academics and behaviors. This system is often depicted as a pyramid with three tiers, where Tier 1 represents universal instruction for all students, Tier 2 provides targeted interventions for students who need additional support, and Tier 3 offers intensive interventions for students with significant needs. This blog post will focus on Tier 2, its importance, and how it aligns with the science of reading best practices, supported by relevant research.

The Importance of Tier 2

1. Early Identification and Intervention: One of the primary goals of Tier 2 is to identify and support students who are at risk for academic difficulties early on. Research shows that early intervention is crucial for preventing long-term academic struggles. According to the National Reading Panel (2000), early reading interventions are significantly more effective than later remediation. By providing targeted support at the first sign of difficulty, educators can help prevent small issues from becoming significant obstacles.

2. Preventing the Matthew Effect:  The Matthew Effect, coined by Stanovich (1986), refers to the phenomenon where "the rich get richer and the poor get poorer" in terms of reading skills. Students who start with strong reading skills tend to improve at a faster rate, while those with weak skills fall further behind. Tier 2 interventions are designed to prevent this effect by giving struggling readers the support they need to catch up with their peers.

3. Efficient Use of Resources:  Tier 2 allows for a more efficient use of educational resources. By providing targeted interventions to small groups of students, schools can address learning gaps without overburdening the system. This targeted approach ensures that students receive the help they need without requiring the more intensive and resource-heavy supports of Tier 3.

What Tier 2 Is Not

Tier 2 is not simply reteaching Tier 1 instruction in the same way or increasing the time a student spends on general curriculum without adjusting how it’s delivered. According to Fuchs, Fuchs, and Compton (2012), effective Tier 2 instruction must be more explicit, more systematic, and more intensive than what students receive in the general education setting. It’s not a “wait and see” model where students are passively monitored—nor is it one-size-fits-all instruction. A student who struggles in Tier 1 needs targeted intervention that directly addresses their unique learning gaps, not just extra exposure to the same material that didn’t work the first time.

Additionally, Tier 2 is not special education or an automatic path to an Individualized Education Program (IEP). The purpose of Tier 2 is to prevent the need for more intensive services by addressing difficulties early and efficiently. IDEA 2004 encourages schools to use scientifically based interventions and progress monitoring as part of the evaluation process, but Tier 2 should never delay a referral to special education when appropriate. Tier 2 must be timely, data-driven, and carefully implemented to be effective—and should not be mistaken for a permanent placement or used as a gatekeeper for accessing special education services.

How Tier 2 Ties into the Science of Reading Best Practices

The science of reading is a body of research that encompasses what is known about how people learn to read. This research has led to evidence-based practices that are effective in teaching reading. Tier 2 interventions, when aligned with these best practices, can significantly enhance reading outcomes for students.

1. Explicit and Systematic Instruction: The science of reading emphasizes the importance of explicit and systematic instruction in foundational reading skills, such as phonemic awareness, phonics, fluency, vocabulary, and comprehension. Tier 2 interventions often focus on these areas, providing students with clear, direct teaching and practice opportunities.

Research Support: A study by Foorman et al. (2016) found that explicit instruction in phonemic awareness and phonics leads to significant improvements in reading outcomes for struggling readers.

2. Data-Driven Decision Making: Effective Tier 2 interventions rely on ongoing assessment and data analysis to identify students' needs, monitor progress, and adjust instruction as necessary. This data-driven approach ensures that interventions are tailored to each student's specific strengths and weaknesses.

Research Support: The use of curriculum-based measurement (CBM) has been shown to be effective in monitoring student progress and guiding instruction. Fuchs and Fuchs (2006) highlighted the importance of frequent progress monitoring in ensuring the success of interventions.

3. Small Group Instruction: Tier 2 interventions typically involve small group instruction, which allows for more personalized and intensive support. Small groups enable teachers to provide more immediate feedback and to differentiate instruction based on individual student needs.

Research Support: Wanzek and Vaughn (2007) found that small group reading interventions are more effective than whole-class instruction for students with reading difficulties, particularly when the groups are kept to a manageable size.

4. Multisensory Approaches: The science of reading supports the use of multisensory approaches, which engage multiple senses to reinforce learning. This can include visual, auditory, and kinesthetic-tactile activities that help students connect sounds to letters and words.

Research Support: Multisensory teaching methods, such as those used in the Orton-Gillingham approach, have been shown to be effective for students with dyslexia and other reading difficulties (Ritchey & Goeke, 2006).

Implementing Tier 2 Interventions

Effective implementation of Tier 2 interventions requires careful planning and ongoing evaluation. Here are some key steps:

1. Screening and Identification: Universal screening is essential for identifying students who may need Tier 2 support. Screening tools should be reliable and valid, and they should be administered regularly to catch issues early.

2. Designing Interventions: Interventions should be evidence-based and tailored to address the specific needs identified through screening and assessment. They should include explicit, systematic instruction in foundational reading skills and incorporate multisensory teaching methods where appropriate.

3. Progress Monitoring: Regular progress monitoring is crucial for assessing the effectiveness of interventions and making necessary adjustments. This involves frequent, brief assessments that provide data on student progress and inform instructional decisions.

4. Professional Development: Teachers need ongoing professional development to stay current with the latest research and best practices in reading instruction. This training should include strategies for delivering Tier 2 interventions and using data to guide instruction.

5. Family Involvement: Engaging families in the intervention process can enhance student outcomes. Parents and caregivers can support reading development at home through activities that reinforce skills being taught in school.

Challenges and Solutions

Implementing Tier 2 interventions can present challenges, but with thoughtful planning and collaboration, these can be overcome.

1. Resource Limitations: Schools may face limitations in staffing, time, and materials for Tier 2 interventions. Solutions include leveraging existing resources, such as paraprofessionals and volunteers, and seeking grants or other funding opportunities.

2. Fidelity of Implementation: Ensuring that interventions are implemented with fidelity is critical for their success. This requires ongoing training, supervision, and support for teachers, as well as regular observation and feedback.

3. Balancing Interventions with Core Instruction: It's important to ensure that Tier 2 interventions supplement, rather than replace, core instruction. This requires careful scheduling and coordination to ensure that students do not miss out on essential classroom learning.

Tier 2 interventions are a vital component of the iMTSS framework, providing targeted support to students who are at risk for academic difficulties. By aligning these interventions with the science of reading best practices—such as explicit and systematic instruction, data-driven decision making, small group instruction, and multisensory approaches—schools can significantly improve reading outcomes for struggling readers. Ongoing assessment, professional development, and family involvement are essential for the successful implementation of Tier 2 interventions. With the right support in place, all students can achieve reading success and reach their full potential.

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References

• Fuchs, L. S., & Fuchs, D. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93-99.
• Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90(1), 37-55.
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
• Ritchey, K. D., & Goeke, J. L. (2006). Orton-Gillingham and Orton-Gillingham–based reading instruction: A review of the literature. The Journal of Special Education, 40(3), 171-183.
• Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407.
• Wanzek, J., & Vaughn, S. (2007). Research-based implications from extensive early reading interventions. School Psychology Review, 36(4), 541-561.

If you’ve ever felt like your students just aren’t getting their math facts, you are SO not alone. Despite all the drills, flashcards, and practice pages, those facts vanish faster than a pencil the moment you need them. 

Here’s the good news: building math fact fluency doesn’t have to mean extra hours or tear-filled tests. With just 15 intentional minutes a day, you can help your students build fluency that sticks.

Here’s the math reality:

Many students memorize facts long enough to pass a quiz but can’t retrieve them when solving real problems. Timed tests and random drills create anxiety without deepening understanding. And when they move on to multiplication without a strong addition and subtraction foundation? It’s a confidence crash waiting to happen.

Sound familiar?

Why do student's need to know them?

Students need to know their addition and subtraction facts before starting 3rd grade because these facts form the foundation for more complex math skills, such as multiplication, division, and multi-step problem-solving. Without fluency in basic facts, students are more likely to struggle with higher-level concepts because their working memory is overwhelmed by simple calculations. Mastery of addition and subtraction facts allows students to focus on understanding new strategies and applying them effectively, setting them up for success in 3rd grade and beyond.

Here's what NOT to do

When helping students learn their addition and subtraction facts, parents and teachers should avoid relying solely on rote memorization or timed drills, especially if these cause stress or anxiety. These approaches can make math feel like a pressure-filled task rather than something meaningful or enjoyable.

Instead of cramming math facts into an already-packed schedule, try weaving fluency into your daily routine—in a way that’s low-prep for you and stress-free for your students. Let's focus on building understanding through games, visual models, and real-world connections.

🎯 That’s where my Basic Addition & Subtraction Fact Fluency: Path to Multiplication Bundle comes in.

This resource was designed specifically for teachers who need consistent, scaffolded fluency practice without reinventing the wheel each week. With just 15 minutes a day, your students can:

         ✅ Strengthen fact recall

         ✅ Build number sense

         ✅ Gain the confidence they need for multiplication success

How to Use It in 15 Minutes a Day

• Group Warm-Up: Start the day with one quick fluency activity. It sets the tone and maximizes focus.
• Math Centers: Use as a fast-finisher or targeted center for students who need extra support.
• Exit Ticket: Reinforce skills with a quick review before dismissal.

The key is consistency—short bursts of strategic practice add up to big results.

What does this look like?

Here's a look at what I do with my math students. I pull a mixed grade math group 4 days a week for 30 minutes. The size and who attends depends on who else needs to see the student. Last year, I had everyone on Thursday.  This is what that session looked like as the whole group needed to build fact fluency. 

1) Fact Progress Monitor both addition and subtraction on clip boards. All 6 would find a place to sit where they would do their best work. No one sat at the table as I used that if I had someone who did make a good choice the previous week. The group comes in, grabs their clip boards, sits, and then I start the timer. Four minutes go. Timer goes off. I go around and exchange pages. And we repeat it. They don't grade their work. I do. 

2) Math Centers: At the start of they year, I dictate what they do. The next 15 minutes can look like partner work, independent work, technology, work with me or completing a scoot. Those decisions are driven by both the Fact Fluency Data, exit ticket data, IEP goals, and their decisions from the previous day. 

Because of the number of kids I tend to have in this group, management is key. By the end of the semester, not only can this group run itself but they hold each other accountable for their actions.  This group like all my others also becomes very use to me asking them to reflect on what they need.  As with all my groups, I use Marzano's Student Check for Understanding and goal setting.

Most of the student's work like worksheet's are in their math binder. In here I keep, their fact practice work, their IEP goal work, and independent work. To make math stations or centers or rotations work, in a mild/moderate resource room where students are reading 2 years below grade level you have to have true independent work.  This may look like cut and color work or if a student is working a skill that has tons of words I might have to add it to our Google Classroom for them to access the reading pieces. The key is going lower than you think. 

I teach student's that when they get stuck either work through it and ask for help when I'm not teaching or make the page, find an independent page to do, and ask me later.  They learn this is not Starbucks, we have work to do, so don't waste your or my time in mess around. This is a life skill. This is a general education skill. Sitting and doing nothing is far from okay. It takes students time to work through this but they do get it. Set the bar high and they will get there. Just make sure to support.  

3) Exit Ticket's: This looks different day to day. Some days it's student responses collected during a whole group lesson, a game, some times it four problems from a worksheet, some times in their fluency data, or IEP goal work. I also ask student's for their input-Did you hit the target? What did you do well on? What needs work? Rate your self. One of my favorites is using the pretest to tell me if you already know the material and can I move you on to the next standard.

Everything you need to get started is included. 

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Reading fluency is a critical component of effective reading instruction, serving as a bridge between word recognition and reading comprehension. The National Reading Panel (NRP) identified reading fluency as one of the five essential elements of reading instruction, emphasizing its significance in the development of proficient readers. This blog post explores what reading fluency is, why it is important, and how current research continues to highlight its vital role in literacy and overall academic achievement.

What is Reading Fluency?

Reading fluency is the ability to read text accurately, quickly, and with appropriate expression. It involves three key components:

• Accuracy: The ability to recognize or decode words correctly.
• Speed: The rate at which a person reads, often measured in words per minute.
• Prosody: The use of appropriate phrasing, intonation, and expression while reading, which contributes to the overall meaning of the text.

Fluency serves as a critical link between word recognition and comprehension. Fluent readers can focus their cognitive resources on understanding the text because they do not have to spend much effort on decoding individual words.

The Importance of Reading Fluency

The National Reading Panel's report underscored the importance of reading fluency for several reasons:

• Foundation for Reading Comprehension: Fluency is closely tied to reading comprehension. Fluent readers can read text smoothly and with understanding, allowing them to focus on the meaning rather than on decoding words. This ability to read effortlessly enables better comprehension and retention of information.
• Improves Academic Performance: Reading fluency is a strong predictor of overall academic performance. Students who read fluently are better able to comprehend texts across various subjects, including science, social studies, and mathematics. This broadens their knowledge base and enhances their ability to perform well academically.
• Enhances Motivation and Engagement: Fluent readers are more likely to enjoy reading and engage in it willingly. The ability to read smoothly and understand text increases a student's confidence and motivation to read, leading to more frequent and prolonged reading experiences.
• Supports Vocabulary Development: Fluent reading exposes students to a wider range of vocabulary. As students read more fluently, they encounter new words in context, which helps them understand and learn these words more effectively.
• Addresses Reading Disabilities: Fluency instruction is particularly beneficial for students with reading disabilities. It provides structured practice and strategies to improve decoding skills, accuracy, and speed, which are essential for overcoming reading challenges.

Current Research on Reading Fluency

Since the publication of the NRP Report, further research has continued to support the importance of reading fluency. Key findings from recent studies include:

• Repeated Reading: Research consistently shows that repeated reading, where students read the same text multiple times, significantly improves reading fluency. This practice helps build accuracy, speed, and prosody, leading to better comprehension.
• Guided Oral Reading: Guided oral reading practices, where students read aloud with immediate feedback and guidance from a teacher or peer, have been found to be highly effective. This approach provides opportunities for students to practice fluency and receive corrective feedback.
• Fluency-Oriented Instruction: Instruction that integrates fluency practice with comprehension activities enhances both fluency and understanding. For example, pairing repeated reading with comprehension questions or discussions helps students see the purpose of fluency in understanding the text.
• Technology Integration: Technology, such as audio books, digital reading programs, and fluency apps, can support fluency development. These tools provide engaging and interactive ways for students to practice fluency and receive instant feedback.
• Differentiated Instruction: Differentiated fluency instruction, tailored to meet the needs of individual students, is crucial. Recognizing that students have varying levels of fluency, personalized approaches ensure that all students receive appropriate practice and support.

Practical Strategies for Developing Reading Fluency

To maximize the effectiveness of reading fluency instruction, educators should incorporate evidence-based strategies into their teaching practices. Here are some practical tips:

• Repeated Reading: Implement repeated reading practices where students read the same text multiple times until they achieve a certain level of fluency. This method is particularly effective for improving speed and accuracy.
• Guided Oral Reading: Provide guided oral reading opportunities where students read aloud with feedback from a teacher, peer, or parent. This practice helps students improve their fluency through immediate corrective feedback and modeling of fluent reading.
• Model Fluent Reading: Model fluent reading by reading aloud to students regularly. Demonstrating how fluent reading sounds, including appropriate pacing, expression, and phrasing, provides students with a clear example to emulate.
• Use of Technology: Incorporate technology to support fluency practice. Tools such as audio books, digital reading platforms, and fluency apps offer engaging ways for students to practice and improve their fluency skills.
• Reader's Theater: Engage students in Reader's Theater, where they read and perform scripts based on literature. This activity emphasizes expressive reading and provides a fun and interactive way to practice fluency.
• Fluency-Oriented Instruction: Integrate fluency practice with comprehension activities. For example, after repeated readings, engage students in discussions or ask comprehension questions to reinforce the connection between fluency and understanding.
• Differentiated Fluency Practice: Differentiate fluency instruction to meet the diverse needs of learners. Provide additional practice and support for struggling readers and challenge advanced readers with more complex texts.
• Track Progress: Monitor and track students' fluency progress regularly. Use fluency assessments, such as timed readings and fluency checklists, to identify areas of improvement and adjust instruction accordingly.

Case Study: Effective Fluency Instruction in Action

To illustrate the practical application of these strategies, let’s look at a case study from a fourth-grade classroom.

Classroom Context:

Ms. Johnson is a fourth-grade teacher who prioritizes reading fluency in her literacy instruction. She uses a combination of repeated reading, guided oral reading, and technology to enhance her students' fluency skills.

Implementation:

• Repeated Reading: Ms. Johnson implements repeated reading sessions three times a week. Students select a passage at their reading level and read it multiple times, aiming to improve their accuracy and speed with each reading.
• Guided Oral Reading: During guided reading groups, Ms. Johnson provides opportunities for students to read aloud. She listens to each student, offering immediate feedback and modeling fluent reading.
• Modeling Fluent Reading: Ms. Johnson reads aloud to her students daily, demonstrating fluent reading with appropriate expression and pacing. She discusses her reading process and encourages students to mimic her fluency.
• Use of Technology: Ms. Johnson integrates technology by using digital reading programs and fluency apps. Students use these tools during independent reading time to practice fluency and receive instant feedback.
• Reader's Theater: Once a month, Ms. Johnson organizes Reader's Theater activities. Students rehearse and perform scripts, focusing on expressive reading and teamwork.
• Fluency-Oriented Instruction: Ms. Johnson pairs fluency practice with comprehension activities. After repeated readings, she engages students in discussions and comprehension questions to reinforce understanding.
• Differentiated Practice: Recognizing the diverse needs of her students, Ms. Johnson differentiates fluency instruction. Struggling readers receive additional practice and support, while advanced readers work on more challenging texts.
• Progress Tracking: Ms. Johnson regularly assesses her students' fluency using timed readings and fluency checklists. She tracks their progress and adjusts her instruction based on the assessment results.

Outcomes:

By the end of the school year, Ms. Johnson’s students demonstrate significant improvement in their reading fluency. They read more accurately and quickly and with better expression. This improvement in fluency translates into better reading comprehension and overall academic performance. Ms. Johnson’s systematic and engaging approach to fluency instruction has helped her students become more confident and proficient readers.

Reading fluency is a vital component of literacy development, as highlighted by the National Reading Panel and supported by ongoing research. It provides the necessary foundation for reading comprehension, academic success, motivation, and overall language development. Effective fluency instruction, delivered through explicit, systematic, and engaging methods, can significantly improve students' reading outcomes.

Teachers play a crucial role in fostering reading fluency. By incorporating evidence-based strategies and providing ample practice opportunities, we can help ensure that all students develop the fluency skills necessary for reading success. As research continues to evolve, the importance of reading fluency remains clear, underscoring its role as a cornerstone of literacy education.

Looking Fluency for Additional Blog Posts:

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References

• National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. U.S. Government Printing Office.
• Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58(8), 702-714.
• Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3-21.
• Rasinski, T. V. (2012). Why reading fluency should be hot! The Reading Teacher, 65(8), 516-522.
• Samuels, S. J. (2006). Toward a model of reading fluency. In S. J. Samuels & A. E. Farstrup (Eds.), What Research Has to Say About Fluency Instruction (pp. 24-46). International Reading Association.
• Paige, D. D. (2011). 16 Minutes of “Eyes-on-Text” can make a difference: Whole-class choral reading as an adolescent fluency strategy. Reading Horizons, 51(1), 1-18.

Here’s an unpopular opinion-student don’t have the depth or breathe in their vocabulary as students before COVID. COVID is no longer a reason for teachers and parents to blame what students are not coming to school with.