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Coordinate with homeroom teacher and align intervention strategies and techniques to the topic/unit/lesson that we are currently on. In addition to supporting students learning gaps.

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potentially one day per week designated to a grade level, or leaving it to the discretion of the teacher to sign up on a calendar for days/times

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Both would be appreciated. Lower students would benefit from some additional math strategies that are hands-on or concrete. The higher students would benefit from project based learning within a topic.

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Push in is great when running a workshop model. This allows us to partner together on the content and reach the greatest number of students. This could be a minimal as 20 minutes a day a couple days a week.
Pull out is also great for struggling students who may benefit from some intensive interventions covering more fundamental skills.

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Would the interventionist also be available for alternative times (outside of the math block) to support students. For example, TCOB?

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I would like to see us able to ability group again and mix kids up. I would love to have the help of math intervention during the time when I have my struggling math learners. A team teaching approach in that block would be my idea of help.

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Working with our advanced leveled kids

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Kindergarten does math in the afternoon. We would like to our advanced kids to work with the interventionist 2-3 times a week.

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Enriching our higher students

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Pull out support

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We would like to be able to ability group and mix kids up. We would desire to have intervention support for those struggling at grade level. Can a math interventionalist help modify the lesson for those struggling students to help fill in the gaps and provide and introduction/support for grade level expected work.

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Would the RISE model work for intervention?
Example: 1) Stay in class for the beginning of the grade level lesson, 2) then head off to math lab where they will work on their independent (with support) work from the lesson, 3) continue with identified gap lessons from the intervention program.

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We feel we need the most support with our struggling students. If we ability group, the higher students would have time to do project-based activities in class.

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We like the idea of pull out support for interventions, however an aide could support those students in class with grade level material.

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15 minutes chunks of time with aide support is not idea.
But also, one day a week is not effective.

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Help with differentiation. Possible push in model to support with small groups? If that doesn't work, pull out for kids who need more support during end of lesson (when kiddos are doing partner/independent work)

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With a block schedule, it would be great to have the interventionists schedule ahead of time, so we could group kids based off of needs and when we have the most support.

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Struggling students would be our top priority.

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Either would be fine - I would just like consistency.

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How much time per grade level would we be given?

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Both would be nice, but struggling learners would be my priority.

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That would depend on if I am doing a workshop model with my lower group, or pull out for enrichment.

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it would be great if they could push in to help with small groups in the class so they don't the actual lesson, or the kids are pulled out the last part of the lesson when they are working on workbook pages and could get some extra support on the actual lesson and do some reteaching.

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If we ability group there will be less classrooms to serve. I know that for 2nd grade, 1 day a week would probably not be enough. In order to make a greater impact we would need 2-3 consistent days weekly.

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Supporting our struggling mathematicians.

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Doesn't matter to us if they are in or out, but would like it consistent and more than once a week. We don't feel like once a week is an intervention.