According to the 2012-2013 Student Success Initiative (SSI) handbook, the 81st Texas Legislature in 2009 made changes to the 1999 policy, requiring students in 5th and 8th grade elementary to "demonstrate proficiency" on the reading and math section of their tests by the third administration. Additionally, the Grade Placement Committee (GPC) may approve advancement based on grades, standardized test scores, and teacher recommendations. With this in mind, 2013-2014 sixth grade students at an elementary school in the Ector County Independent School District (ECISD) recently completed mandatory fifth grade SSI assessments. Approximately 55% of the 120 students successfully passed the mathematics section of the State of Texas Assessments of Academic Readiness (STAAR) with three attempts. Accelerated instruction, as required by SSI policy, followed each of the three attempts, including tutorials after school, on Saturdays, and during the summer. Through careful analysis of cumulative student expectations (SE), of which less than 70% were not met, it was determined that the majority of standards will require reteaching and/or intervention. How will sixth grade mathematics teachers meet sixth grade SEs and accommodate previously unmet standards? The initial step of the intervention was to employ a strong team of two mathematics teachers: one to continue level instruction with a spiral review blend and another to provide intervention level instruction for their current study. , missed expectations according to previous ongoing fifth- and sixth-grade level assessments. In the first two weeks of the 2013-2014 school year, these teachers administered a pre-assessment using the STAAR questions released for fifth grade; the majority of the 115 students failed... halfway through the test... occurs throughout the year. Small group station activities were adapted for independent practice and/or peer teaching during RTI. “Do Now” review of previously taught concepts was provided in the form of word problems so that strategy use could be monitored in class rather than in homework. By incorporating various strategies and practices, the team clearly made efforts to ensure that students received extensive “advanced organizers” and structured instruction. The opportunity to apply their knowledge was provided through the textbook and its resources, teacher-created materials, interactive notebooks, and real-world applications. Students demonstrated a desire to succeed because of the relationships their teachers had built and the passion for mathematics instilled in them by their teachers. This is an added benefit to their differentiated instructional scaffolding strategies.