In this article, the authors introduce a scenario identifying an elementary school special education teacher and interventionist (Mr. Powers) and his concerns in meeting the Common Core State Standards in Mathematics (CCSS-M). Like many teachers, Powers uses a response-to-intervention (RTI) framework to provide supports for students who require additional instruction and more intensive interventions to master curriculum standards. Wondering how he could support understanding and use of content and practice standards embodied in the CCSS-M while attending to students' unique strengths and weaknesses is addressed with a three step approach that includes: (1) Problem Identification; (2) Analyzing the Problem; and (3) Implementing a Solution. To intensify instruction for students with and without disabilities, teachers need a process to diagnostically assess students' current levels of understanding of mathematical concepts, determine areas of priority, conceptualize instructional tasks, and monitor performance. This article offers ongoing and robust diagnostic assessments to plan and implement evidence-based interventions and resources that address specific conceptual or procedural gaps in knowledge for individual students. This framework also guides teachers and interventionists to identify the problem or concern for students in terms of their mathematics understanding, analyze why the problem is occurring, implement a plan to address the problem, and evaluate if the plan is resulting in increased student performance.