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This comprehensive guide outlines strategies to enhance academic outcomes, empower educators, and create positive learning environments with a strong Tier 1 foundation.

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Discover strategies to enhance academic outcomes, empower educators, and create positive learning environments with a strong Tier 1 foundation.

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This resource provides a list of effective Tier 1 instructional strategies and best practices to support all students in the classroom.

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Discover strategies to enhance academic outcomes, empower educators, and create positive learning environments with a strong Tier 1 foundation.

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This article discusses the importance of high-quality, evidence-based classroom instruction as the heart of the MTSS framework, emphasizing systematic, differentiated, and explicit teaching.

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Tier 1 instruction - or high-quality, evidence-based classroom instruction - is the heart of the MTSS framework. Good Tier 1 instruction is systematic, differentiated, and explicit.

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This blog post explores how educators can use various learning supports to enhance Tier 1 core instruction within the MTSS framework.

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The three-tiered support structure of a Multi-Tiered System of Supports (MTSS) provides efficient and effective support for all students. This support begins at the core level, also known as Tier 1. At Tier 1, all students receive differentiated instruction that is scaffolded with research-based learning supports, tailored to meet the needs of all students.

Tier 1 is provided for all students all the time. But as anyone in the classroom can vouch, all students have different learning needs. To address these needs and create a strong foundation of learning, differentiation and intervention begin at the core level. This is where learning supports are used to provide that differentiation and scaffolding.

Confused? Don't be. We're here to help. Below, we have taken a moment to define what learning support is, discuss how it's used, and provide a few examples to add clarity.

What Are Learning Supports?

A learning support is a research-based resource used during Tier 1 core instruction for all students. As support, these resources are meant to complement an existing curriculum by providing additional practice, strategies, tools, and explanations.

These supports are especially useful during accelerated learning, where all students may be missing a critical learning component, and additional supports are needed to help students master grade-level content. They can be ongoing throughout the year and are often reused to assist in different points of the curriculum.

Learning supports are used for all grade levels. If you're looking for specific guidance for your school level, check out our resource for Tier 1 at the Secondary Level and Tier 1 at the Elementary Level.

But what about interventions and accommodations? Many of the tools, strategies, and programs we use to support our students as research-based interventions can also double as learning support at our Tier 1 level. The key is how this resource is applied and the level of need required for a student.
Check out our review of MTSS Supports, Interventions, and Accommodations to dive deeper into this difference.
How To Use Learning Supports at the Tier 1 Level

The biggest takeaway when selecting appropriate learning supports to utilize is selecting targeted, research-based, and aligned with core instruction. The focus and purpose of learning supports are to provide support for a data-identified skill gap.

Universal screeners and benchmarks can provide educators with an overview and understanding of the needs of their students. Using this data, we can begin to identify areas of the curriculum that will require additional support for students to reach grade-level mastery.

These areas and skills are where learning supports are incorporated to provide that additional support and leverage to help students master concepts and show mastery. Learning supports can also be used to increase engagement because we're all tired of resorting to theatrics to get our students to pay attention.

It's important to remember that learning support does not replace a robust and strong core curriculum. So, it's crucial to have a clear understanding of power standards, key concepts of grade-level content, and data on current student needs before selecting learning support. Once all those ducks are in a row, go forth and prosper.

Examples of Research-Based Learning Supports for Tier 1 Instruction

I'm going to start by clarifying-this list is not exhaustive. This is merely a guideline and example of learning support that can be utilized to provide support for all learners at the core level.

The Branching Minds resource library contains hundreds of research-based learning supports to aid our educators in their core instruction. These are evaluated and categorized based on their research/evidence alignment with ESSA. However, educators can also use resources such as Intervention Central, What Works Clearinghouse, and Reading Rockets to identify research-based learning strategies, tools, and resources to support their Tier 1 instruction. That just takes a bit more leg work.

In the examples below, we've focused on three areas: Social-Emotional Learning, Reading, and Math. However, many evidence-based learning strategies can be utilized cross-curricular (Don't worry other subjects, we love you, too). To be fair, SEL is embedded into all subjects, so these strategies and resources are not limited to their categories.

Learning Support for Social-Emotional Learning

PBIS (Positive Behavior Incentive Program)

Taking time to find research-based learning support specifically targeting behavior and SEL needs can help address many of the challenges that arise at the Tier 1 level. A PBIS program is a school-wide preventative framework focused on developing positive and prosocial behaviors.

Instead of focusing our energy only on punishing negative behaviors, PBIS emphasizes and focuses on rewarding positive behaviors. It's like what my mom used to always tell me, "You catch more flies with honey than with vinegar." I've now come to the realization that my mother was indeed always right.

PBIS has been proven to decrease negative behavior occurrences at the school and class levels. It has also been shown to increase a positive school culture, leading to more respect and open communication between students and staff as a Tier 1 learning support. PBIS creates a positive and cohesive learning environment for all students and supports academic success.

Learning Support for Reading
Graphic Organizers
Graphic organizers are a common sight in many English and Reading classrooms. However, this free, research-based learning support can also be used in other subject areas as a tool to organize and synthesize information to increase comprehension.

Organizers help students break down complex texts and material into manageable chunks and construct meaning from what they have read. Teachers can use graphic organizers at the Tier 1 level to scaffold more difficult concepts and texts to increase student comprehension.

Beyond increasing reading comprehension, graphic organizers can also improve writing skills. Teachers can model graphic organizers during a lesson, and then allow all students time to practice on their own or in small groups.

Learning Support for Math
Math Manipulatives
In 2020, math manipulatives made the list as one of the most commonly used Math supports on the Branching Minds platform. This is not surprising given how effective and relevant math manipulatives can be as learning support across subject and grade levels.

Math manipulatives help students visualize and develop a deeper understanding of math concepts, ranging from basic counting to more complex skills such as multiplication and division.

When used as a support for an appropriate concept or skill, manipulatives have been proven to lead to higher retention, problem-solving, and justification skills as opposed to using abstract symbols. Teachers can model the use of manipulatives throughout a lesson and problem-solving activity, then allow students the opportunity to practice on their own.

Similar to graphic organizers, manipulatives can be used at all tier levels. However, by incorporating them into Tier 1 instruction, educators can provide a strong foundation of math fluency for all students.

Final Thoughts

By incorporating learning supports into Tier 1 instruction, educators can provide the differentiation and scaffolding needed to address the wide variety of needs and skill levels evident in every classroom. It's important to remember that learning supports should be identified and utilized in conjunction with assessment data and a strong, core curriculum.

While we have provided a starting point, don't limit your investigation to Tier 1 supports with what you see here. Branching Minds offers a variety of great resources, blogs, and webinars that dive deeper into the many components of Tier 1 instruction, MTSS, and intervention.

Check out our resource page for some great content and learning, and be sure to follow Branching Minds on your platform of choice if you just can't get enough of MTSS-I promise we share some fun stuff and interesting tidbits of knowledge.

Download the MTSS Core Instruction Guide

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How To Use Learning Supports for Tier 1 Core Instruction in MTSS

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By incorporating learning supports into Tier 1 instruction, educators can provide the differentiation and scaffolding needed to address the wide variety of needs and skill levels evident in every classroom.

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This article presents 16 effective Tier 1 interventions that provide a baseline to ensure all students receive high-quality education.

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Tier 1 Interventions: 16 Tried And Tested Strategies

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16 Tier 1 intervention strategies using research-based teaching to address student needs in your school or district.

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This resource provides insights into implementing Tier 2 instruction and interventions, including best practices and foundational components.

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About two years ago, I was a district administrator for school climate improvement. In this role, I was asked to support a group of administrators that were handling intense behaviors on their campus. The campus had maxed out its intensive support resources, and determined that they had no other option than to create a new tier of support-what they referred to as "Tier 4."

I have noticed this trend quite often. I hear different variations of this new level of need: "Tier 4," "deep red," or even "too many red students."

What does this mean?

A Multi-Tiered System of Supports is based on the three-tiered public health model. This means that we must identify the root cause(s) within our current system and identify why it's not serving our student population. By creating an additional tier, we ignore a problem that is perforating our entire system.

There is no Tier 4. However, there is a Tier 2. And this tier is often overlooked in how powerful of an intervention tool it can be.

I also found that my MTSS teams were extreme advocates for student support. They could create an individualized, intensive for a student. We allocated individual staff and connected resources at this level with ease. But where does this leave Tier 2? What I find are two scenarios.

The first scenario is a misunderstanding between Tier 1 support and Tier 2 intervention. The second scenario is directly related to confusion between Tier 1 and Tier 2, leaving schools to allocate too many resources to provide an over-abundance of students with intensive, individualized instruction-having nowhere else to turn. Unfortunately, because Tier 2 is so hard to define in practice, it sometimes becomes ineffective or even nonexistent.

Fortunately, I know that educators try to do what is best for their students when given the proper information and tools. I believe that a lack of appropriate Tier 2 support exists because of two important truths.

My goal is to share how you can build a foundation for Tier 2 instruction and support, create structures that allow the opportunity for Tier 2 instruction and support to exist, and make Tier 2 fit within your school, district, and state constraints.

Moreover, we'll take a peek at best practices for grouping, providing Tier 2 instruction and intervention for reading, math, and social-emotional learning.

Before we dig into Tier 2, let's make sure we understand what each of the tiers within a multi-tiered framework means.

The three tiers are also known as levels of support or instruction and intervention that educators provide to students. There are various resources, strategies, and tools within each level that support our students' various needs.

The Differentiation Deal

Because Tier 1 instruction provides the foundation for Tier 2 instruction and intervention, it can sometimes be tricky to identify when you have moved from instruction to intervention. The following chart is a quick check reference for determining if you're differentiating or providing Tier 2 instruction and intervention.

Standards-driven, grade level expectations

Designed for ALL students

Accessible for ALL students

Use universal screener data to promote differentiation

High-quality

Monitoring progress with screeners and curriculum embedded assessments

Provided by the general education teacher

Linked to best practices for designing differentiated lessons

Targeted skills-driven

Designed for a group of students with the same skill deficit

Explicit instruction and feedback

Occur in addition to a strong Tier 1

Delivered to students with an identified need (less than 15-20%)

Identified through universal screeners, diagnostics, and monitoring progress

Evidence or research-based

Progress monitoring assessment and tools matched to skill needs

Provided by the general education teacher or by another trained instructor, within or outside the general education classroom.

Linked to Tier 2 Support Plans which include SMART goals, progress monitoring tools, and intervention selection and dosage

A Basic Foundation for Tier 2 Instruction and Intervention

Tier 2 instruction and interventions are seamlessly layered onto Tier 1 Differentiated Core Instruction.

Tier 2 instruction and interventions build upon a strong Tier 1 instruction foundation. A strong Tier 1 foundation means that about 15% of our total population may need additional support to meet grade-level standards.

Like Tier 1 Instruction, Tier 2 instruction and interventions should be high-quality and evidence or research-based. Tier 2 instruction and interventions are supplemental to the core instruction, meaning that as identified students begin to receive Tier 2 instruction and interventions, they continue accessing their high-quality, Tier 1 instruction. When we consider the MTSS pyramid, we look at it as layers upon layers-instead of isolated places of support.

Tier 2 instruction and interventions rely on an analysis of screening data to identify at-risk students and determine the health of the Tier 1 Differentiated Core.

Another foundational component of Tier 2 instruction and intervention is the use of universal screening data. Universal screening data can serve two essential purposes:

1. Identify the effectiveness of Tier 1 instruction.

2. Identify students who need additional support.

That second purpose is the foundation of our discussion. Through a thorough analysis of student data, collaboration teams can group students with similar needs or skill deficits. Through this process, interventions can occur in group support plans-providing more targeted instruction and intervention.

Important note: If you notice that more than 15% of your population demonstrates a need for Tier 2 targeted instruction and intervention, your team of professionals should examine your Tier 1 instructional practice, materials, and environments to ensure it is differentiated to meet current student needs.

A Quick Review of MTSS Supports, Interventions, and Accommodations

Best Practices for Tier 2 Instruction and Intervention

While Tier 2 begins with a strong Tier 1 foundation, additional best practices for Tier 2 instruction and intervention are needed.

Tier 2 instruction and interventions provide targeted support for small groups of students who are unsuccessful with Tier 1 instruction alone.

A key difference between Tier 1 instruction and Tier 2 intervention is the focus on targeted skills.

Tier 1 instruction is standards-driven, focusing on students' broad skills and generalizing to a learning target.

In contrast, Tier 2 interventions target a specific skill deficit that has been identified through assessment. Instruction and intervention targets this specific skill, and educators monitor growth on that specific skill with a normed progress monitoring tool.

In a group setting, a team can look at the group as a whole to determine students with similar skill needs to create intervention groups. It is important to remember that progress monitoring tools are essential components of these plans. These tools ensure that students respond to group intervention plans and provide insight into further action.

Tier 2 instruction and interventions should be readily accessible to support students as they demonstrate need.

Most research indicates that once a student demonstrates a need for targeted instruction or intervention, they should have access to it within 72 hours.

This means that our Tier 2 supports should be pre-designed, scheduled, and require low effort for teachers or interventionists to support. Here are some steps to make this actionable within a school setting:

Across campus, plan to implement three to four academic and three to four SEL/behavioral Tier 2 interventions with strong evidence that are readily accessible.

Allocate resources (like time, staff, and materials) to targeted interventions at the beginning of the year so there are no surprises.

Ensure that teams know how and when to access or apply targeted supports.

Skip adding interventions, programs, or tools mid-year unless there is a data-driven need. Teams can become confused and unsure of what to do next. If Tier 2 is too challenging to access, teachers may skip that step altogether.

By following these steps, teams will not have to spend hours thinking about what Tier 2 intervention will work best, and they will not have to navigate how to implement it. This streamlined process aids in creating an environment where Tier 2 is a viable option.

Tier 2 instruction and interventions include systematic and explicit instruction and interaction between the educator and the student.

Tier 2 instruction and intervention should be closely linked to Tier 1 instruction though there are some important differences. Explicit instruction is a way of teaching where the teacher provides overt instruction on the skill and allows the student to practice with scaffolds until they achieve mastery systematically.

We support the learner by giving clear directions and expectations, using clear and direct language and vocabulary, and monitoring the student's progress , positively providing immediate, specific corrective feedback.

Luckily, many databases, such as What Works Clearinghouse , curate interventions. These databases take the guesswork out of identifying quality interventions by evaluating the trustworthiness and validity of the research behind the interventions. The higher the evidence rating, the more likely the intervention includes systematic, explicit instruction with continuous opportunities for positive corrective feedback.

In addition to these best practices in explicit instruction, students receiving behavioral interventions benefit from pre-corrections; or providing reminders before the student engages in non-preferred tasks to support their application of the preferred response.

➡️ To learn more about supporting students in need of tier 2 support, check out this on-demand webinar

Tier 2 instruction and interventions must be frequently progress monitored through the use of progress monitoring tools.

Students identified as needing interventions should be provided with frequent opportunities to demonstrate progress toward acquiring a particular skill.

Progress monitoring tools provide insight into how well an intervention is supporting a student's growth toward their skill-based goal. Progress monitoring assessments and tools are

These assessments/tools are also often normed, demonstrating how same-age peers perform consistently over time. They are given to students receiving intervention support and are administered at a consistent cadence based on need and as written in the student's plan.

A quick note on Progress Monitoring Assessments and Curriculum-Embedded Assessments...

Before we go any further, I want to clarify a common misconception. Progress monitoring assessments are not to be confused with curriculum embedded assessments.

We use summative and formative assessments ongoing throughout our instruction to gather data on student performance related to a particular learning outcome. These assessments are known as curriculum-embedded assessments. Curriculum-embedded assessments may be a part of your intervention tool or program. Don't confuse these embedded assessments with progress monitoring assessments.

Progress monitoring assessments measure specific skill growth. These tools effectively help us determine if the intervention we have selected is appropriately aligned to the student's skill deficit and if a plan is working. It helps teams have the data to decide on continuing or discontinuing interventions.

➡️ Check out this MTSS Intervention Process Flowchart

Structuring Your MTSS To Support Tier 2 With Fidelity

Tier 2 is challenging and a common trend is skipping it altogether. So how can you ensure your Tier 2 instruction and intervention is available to all staff and any student that needs it?

To ensure we create a system that includes strong Tier 2 instruction and intervention support, we must think about how the resources and people will flow around the building to ensure these interventions are easily and quickly accessible.

Complete a Resource Audit

Resource auditing (or mapping) is not a new technique. Resource mapping helps us align our resources with student needs more efficiently. It's also a clear visual representation of how your MTSS supports learners at various levels.

Round up your resources and lay them out (yep, all of them!) Take time to identify what needs the resource meets and when it should be used. For example, check out the table below for a sample of this resourcing:

Good news: you can use the Branching Minds Resource Audit Worksheet to help your team!

Determine Your Wants and Needs for Your Student Population

Write down your wants for your students and your school. Think about your vision and your beliefs.

Then, work with a team of stakeholders and analyze your data to determine your needs. Consider the following in this list:

Demographics

Population

Geographic location

Access to resources outside of school

Early warning indicators (EWI)

Screening data

Progress monitoring assessment data

Any other pertinent data

Rather than think about individual or small group student needs, think about your data from a larger perspective; that of your allocation of resources, time, and staff.

Reduce, Repurpose, Recycle Your Resources

Once you have completed your audit and determined your wants and needs, you can begin to reduce, repurpose, and recycle (toss!) resources to better align them based on your current constraints and your student and teacher strengths.

narrow and streamline your resources. More does not always mean better! Identify the instructional resources that best match your campus and eliminate the rest. Focus on implementing a few interventions at Tier 2 WELL!

I have worked on many master schedules and position control. Para-professionals and classroom aides are often scheduled along with the same guidelines as a teacher from bell to bell. Be creative. Repurpose staff to provide intervention minutes during transitions and other moments on campus.

Recycle: Is your master schedule stuck in the 90s with RTI? Do you plan for Tier 2 intervention when you design your master schedule, or do you plan for it the first day the need arises? The most dangerous statement I hear is, "that's the way we've always done it!" It's okay to toss programs, resources, schedules, and data sources that aren't serving you or your students.

Once you create an appropriate schedule and align staff, time, and instructional resources, planning to implement Tier 2 interventions with fidelity will be a breeze. All that's left is progress monitoring to ensure your interventions meet your student's needs.

Designing Your MTSS Practice With Tier 2 Data in Mind

Data routines help us identify how well our interventions are working and to what extent we are implementing our plans with fidelity. By answering a few simple questions at our grade level PLC meetings or our school-wide meetings, we can identify if our Tier 2 targeted interventions support identified students in meeting their goals with independence.

Have we identified who needs additional targeted skill support?

Have we grouped students by similar skills or functions?

Are we implementing the plan as it was designed?

What are the progress monitoring data saying about the intervention and skill gap?

As educators, we engage in data routines ongoing throughout the year. But what do we do at the close of the year? Beyond ensuring that students continue to have access to appropriate support over the summer, what can we do with the end-of-year data, especially when considering Tier 2?

Plan for a comprehensive articulation of the student's Tier 2 plans to the next grade level.

Regroup with your MTSS School-Level team and review universal screening data to see how students moved along the tier levels. As students receive Tier 2 interventions, their needs should decrease. Check to see how many of your students that received Tier 2 interventions saw a positive change in their screening scores.

Identify trends from particular interventions that worked for your campus' needs. Perhaps a particular intervention or staff member had more impact than others. Find out why! And extend that work within your master MTSS plan for the following year!

Tried and True Tier 2: Experience From the Field

On a personal note, I have to say Tier 2 has always been my sweet spot. I love to get to know students on a deeper level, and instructing small groups since I have left my classroom has always been an outlet for me.

As I support schools in their MTSS implementation, I love watching teachers and teams smile when they begin to see the bigger picture for Tier 2 through a systems vantage point instead of siloed in their classroom.

The place between Differentiated Tier 1 and Intensive Tier 3 can be a turning point for so many of our students when implemented with fidelity. It's never too late or too early to start planning a systems-level review of your Tier 2 practices.

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What You Need To Know About Utilizing Tier 2 in MTSS

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Tier 2 instruction and interventions should be high-quality, evidence or research-based, and supplemental to core instruction.

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This page outlines the characteristics of high-quality Tier 2 instruction, including implementation strategies and considerations for small group instruction.

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Page 11: Effective Instruction at Tier 2

After eight weeks of Tier 1 instruction, Mrs. Hernandez's progress monitoring data reveal that four students-DeJuan, Jack, Ryan, and LaToya-are not making adequate progress. Although these students will continue to receive high-quality, Tier 1 instruction from Mrs. Hernandez, she has determined that they would benefit from supplemental Tier 2 intervention and continued frequent progress monitoring.

High-Quality Instruction

Just as with Tier 1, Tier 2 instruction should be of high quality. The implementation of high-quality Tier 2 instruction may vary from school to school but is typically delivered in small groups ranging in size from three to five students. However, all schools should implement supplemental interventions, which are based on research-validated instruction, for at least 30 to 45 minutes three to five times a week, depending on the ages of the students. School personnel may need to be creative to identify instructional time for Tier 2 intervention. Two options to consider are:

Taking time from two consecutive classes (e.g., 15 minutes from social studies and 15 minutes from science)

Taking time from "specials" (e.g., music, library, art)

In addition to the 90 minutes of core reading instruction provided by Mrs. Hernandez in the general education classroom, DeJuan, Jack, Ryan, and LaToya will receive 30 minutes of Tier 2 intervention with Ms. Washington, the reading specialist. Because Rosa Parks Elementary chose to use the standard protocol approach, the identified struggling readers will receive a standard research-validated instructional program provided in a small-group format. Ms. Washington will provide all four students with the same, empirically validated intervention, which will address all five components of high-quality reading instruction. The schedule below depicts the amount of time she will spend on each of the components.

For Your Information

In some cases, a larger percentage of general education classroom students may require Tier 2 intervention than would be expected. When this occurs, school professionals should reexamine the quality of the Tier 1 services and make changes accordingly.

Tier 2 intervention may be provided by the general education teacher or by another trained instructor, within or outside the general education classroom. If Tier 2 intervention is provided by someone other than the general education teacher, collaboration between the teachers is particularly important so that the intervention program is aligned with Tier 1 instruction. For example, Ms. Washington will identify additional, supporting instructional resources (e.g., letter/ sound cards, word cards, strategies specific to working with English Language Learners, and progress monitoring assessments) to supplement the Tier 1 comprehensive core reading program. She will also use these resources to provide extra practice opportunities for students receiving Tier 2 intervention. For instance, if students have worked on the /a/ sound during Tier 1 then the same skill should be reviewed and reinforced during the Tier 2 intervention. The sample lesson activity (below) shows how Ms. Washington's Tier 2 lesson will reinforce one of the skills taught by Mrs. Hernandez during Tier 1 instruction.

Tier 2 Intervention

Remember, teachers who provide Tier 2 interventions should:

Provide instruction with modeling

Check that students are doing the activity correctly

Have students demonstrate what they are doing

Have students repeat instructions

Provide corrective feedback to individual students

Provide multiple examples

Phonemic Awareness: Here is an example of how Ms. Washington uses phonemic awareness.
Say the parts of a word then put them together and say the word. The parts are /m/ /a/ /n/.
Ms. Washington holds up a finger as she says each sound so that she has three fingers up when she finishes.

That word is "man." Let's try another word.
The parts of this word are /p/ /a/ /t/. The word is "pat. "

She gives her students further practice by asking them to say the following blended words after she says the individual sounds.

mat cat map pan

tap tack tan
nap

Now look at the table below and compare the phonemic awareness lessons between Tier 1 and Tier 2. Although the lessons seem similar, Tier 2 provides a more intense level of instruction. This is achieved by providing additional attention, focus, and support, and by adjusting the pace of the lesson to match students' needs. For example, where a Tier 1 lesson might have students practice on three different sounds, a Tier 2 lesson might start with one sound and gradually progress to the second and third sounds once students can demonstrate their understanding of each previous sound. Students have multiple opportunities to participate and respond, and Ms. Washington is able to provide immediate corrective feedback.
Phonemic Awareness Phonemic Awareness
As indicated in the table above, small-group activities for Tier 1 and Tier 2 instruction appear to have comparable content. However, Tier 1 teachers most likely will not have as much time with their struggling students during small-group instruction (5-20 minutes) as teachers will have during Tier 2 small-group instruction (30-45 minutes). Tier 1 teachers will have to prioritize what the struggling students need to learn or practice during Tier 1 small-group instruction. Therefore, the Tier 1 teacher may be able to cover only one or two core reading components during this short time. Subsequently, because Tier 2 intervention is for a more extended time, the Tier 2 teacher should be able to address most, if not all, of the five components during the intervention.

Listen to Thea Woodruff discuss Tier 1 and Tier 2 instruction (time: 0:32).
View Transcript
Transcript: Thea Woodruff, PhD

They really should look very similar and provide the students with more practice opportunities that are consistent across the two instructional times. You want some consistency across what kids are doing, so you are reinforcing the same skills and having them practice them. Especially with struggling readers, you're wanting to be consistent in the instruction that you're providing across these different interventions. If you're doing different things, it's going to be difficult-especially for struggling readers-to grasp on to the activities and learn how to do them and get as much out of them if you're not being consistent.

Frequent Monitoring

Ms. Washington is responsible for conducting the weekly progress monitoring of those students receiving Tier 2 instruction, which typically lasts 10-12 weeks. However, she and Mrs. Hernandez are responsible for collaborating and making decisions about the students' instructional needs. At the end of the 10-12-week period, they also are responsible for determining, whether individual students should receive Tier 1 instruction only, whether they should continue to receive another round of Tier 2 intervention, or whether they need more the intensive intervention provided by Tier 3.

The table below offers a brief summary of some options for Tier 2 intervention.

Tier 2 Intervention Options

Who receives instruction

Students who are not making adequate progress with Tier 1 instruction.

Amount of daily instruction

Instruction may vary, depending on the age of the student, from 30-45 minutes per day (+ Tier 1):

Younger students (e.g., kindergartners) have shorter attention spans and might require shorter amounts of time (e.g., 30 minutes)

Older students are able to attend for longer amounts of time (e.g., 30-45 minutes)

When instruction is provided

Scheduling options for Tier 2 could include:

Taking time from two consecutive classes (e.g., 15 minutes from social studies and 15 minutes from science)

Taking time from "specials" (e.g., music, library, art)

In the event that a large percentage of students requires Tier 2, the teacher might need to schedule more than one Tier 2 intervention period per day.

Duration of instruction

10 weeks-20 weeks:

The number of weeks may vary, but a minimum of 10-12 weeks is recommended.

Students may need an additional round of Tier 2 intervention.

How instruction is implemented

Instruction should be implemented with teacher/ student ratios of 1:3-1:5.

Frequency of progress monitoring

At least one time every 1-2 weeks

Who provides instruction

Trained personnel may include:

General education teacher

Reading specialist

Paraprofessionals

Other personnel

Where students are served

Within or outside the general education classroom

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IRIS | Page 11: Effective Instruction at Tier 2

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After eight weeks of Tier 1 instruction, Mrs. Hernandez's progress monitoring data reveal that four students-DeJuan, Jack, Ryan, and LaToya-are not making adequate progress. Although these students will continue to receive high-quality, Tier 1 instruction from Mrs. Hernandez, she has determined that they would benefit from supplemental Tier 2 intervention and continued frequent progress monitoring.

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This resource discusses the implementation of Tier 2 instruction, emphasizing systematic, explicit, and highly interactive small group instruction.

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High-quality, evidence-based literacy instruction for all students is a central tenet of an effective MTSS framework (Al Otaiba et al., 2011; Marchand-Martella, Ruby, & Martella, 2007). The scheduling, staffing, professional learning, and data-based decision making components of MTSS all converge on instruction with the goal of "preventing or ameliorating the effects of early risk" ( Leonard et al., 2019). The MTSS Blueprint explains the tiers as fluid:
Movement amongst the three tiers is fluid and is not determined or defined by specific designations, such as diagnosed disabilities. Rather, movement is supported by data from universal screeners, diagnostic assessments, progress monitoring, and how a student responds to one level of intervention. Any and all students should have access to supports when they need them. In addition, obtaining services at one point does not mean that students will always need that level of support. The MTSS process is not always linear, but rather oriented around problem solving. When data suggests that students require more or less intensive supports to aid either remediation or enrichment, they will move throughout the tiers based on that need.
"As a reading specialist, I work with children who have failed to learn in the classroom, and really as educators we've failed them because we haven't given them that first tier of evidence-based instruction."

Norma Hancock
Reading Specialist and Doctoral Research Fellow
Speech and Language (SAiL) Literacy Lab at MGH Institute

Tier 1

Tier 1 provides the instructional foundation within a tiered model and is often referred to as "core." Core instruction is provided to all students (Connor et al., 2007). Data from screening and progress monitoring is used to differentiate instruction within tier 1. All students must have equitable access to core instruction that addresses grade-level expectations for learning.

Tier 2

Tier 2 is preventive intervention offered to students who fall behind, who demonstrate difficulty based on screening measures, or who make weak progress from regular classroom instruction. Instruction in tier 2 must be targeted to the underlying difficulty(s) impacting the students' progress in literacy. Students in tier 2 receive supplemental ("in addition to") small group instruction. Importantly, this instruction should be systematic, explicit, and highly interactive. Progress-monitoring data should be used to group students periodically. Students who demonstrate improvement and exit from tier 2 support should be carefully monitored to ensure that general classroom instruction is adequate. In many studies, effective tier 2 intervention has been shown to reduce or eliminate reading difficulties in the early elementary grades ( Gersten et al, 2017 ).

Tier 3

Tier 3 is more intensive intervention offered to students for whom support in tiers 1 and 2 was insufficient. Instruction in tier 3 must be targeted to the underlying difficulty(s) impacting the students' progress in literacy. Ongoing tracking of student performance is critical in tier 3. If students still experience difficulty after receiving high-quality core instruction and targeted tier 2 support, they may be evaluated for possible special education services, but tier 3 is not synonymous with special education.
Tier definitions adapted from Gersten et al., 2009 ; Gersten et al., 2017 ; RTI Action Network
Assigning students to tiers of instruction and targeting support in tiers 2 and 3 is part of data-based decision making.

Effective Intervention Instruction

Specific to reading intervention, The National Center on Intensive Intervention (2018) outlines the following instructional principles:

Explicit instruction

Systematic instruction

Precise, simple, and replicable language

Repeated opportunities to practice, build fluency, and review
Including providing a "double dose" of instruction in which a previously taught skill is retaught, using small group or one-on-one instruction, and/or using technology to facilitate reading practice (Gersten et al., 2008)

Frequent opportunities to respond and interact

Specific error correction and feedback

For more information about see the targeted reading intervention for students in relation to dyslexia in the Massachusetts Dyslexia Guidelines.

Effective instruction in all tiers includes Universal Design for Learning principles.

Considerations for Students Learning English

English learners should have equal opportunity to meaningfully participate in all literacy instruction. The WIDA Can Do Descriptors highlight what language learners can do at various stages of language development.

Decisions about intervention and remedial instruction have important implications for equity. For instance, over-identification of Black children for special education has been well-documented, especially for categories that involve more subjective judgement ( Grindal et al., 2012). When considering whether children require intervention services or remedial instruction, it is necessary to keep in mind the conditions impacting the child's learning. It should never be assumed that a child has intrinsic deficits or problems learning which require a remedial approach to teaching. There are many reasons why a child may not be meeting literacy benchmarks, ranging from inadequate instruction or resources to low expectations or prior tracking into remedial learning. Children of color "tend to be provided fewer educational resources and opportunities to learn than their majority peers during early childhood education and throughout schooling" (Sullivan & Proctor, 2016) and their learning progress is impacted by these factors.

When a child falls behind, MTSS is a powerful framework for questioning the quality of support a child has received, rather than assuming there is some sort of deficit within the child. MTSS calls for educators to consider what may have prevented a child from learning, including examining whether the child has had access to evidence-based, culturally responsive core instruction and differentiated support. MTSS can disrupt patterns of bias because it asks the educational system to better serve a child who has fallen behind, and address those factors to support student success (Sullivan & Proctor, 2016).

Additional Information on Tiered Instruction in an MTSS Model

References

Al Otaiba, S., Folsom, J. S., Schatschneider, C., Wanzek, J., Greulich, L., Meadows, J. (2011). Predicting first-grade reading performance from kindergarten response to tier 1 instruction. Exceptional Children, 77(4), 453-470.

Connor, C. M., Morrison, F. J., Fishman, B. J., Schatschneider, C., & Underwood, P. (2007). The early years: Algorithm guided individualized reading instruction. Science, 315(5811), 464-465.

Coyne, M. D., Oldham, A., Dougherty, S. M., Leonard, K., Koriakin, T., Gage, N. A., Gillis, M. (2018). Evaluating the effects of supplemental reading intervention within an MTSS or RTI reading reform initiative using a regression discontinuity design. Exceptional Children, 84(4), 350-367.

Gersten, R., Newman-Gonchar, R. A., Haymond, K. S., & Dimino, J. (2017). What is the evidence base to support reading interventions for improving student outcomes in grades 1-3? (REL 2017-271). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.

Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W.D. (2008). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades . A practice guide. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Grindal, Todd & SCHIFTER, LAURA & Schwartz, Gabriel & HEHIR, THOMAS. (2019). Racial Differences in Special Education Identification and Placement: Evidence Across Three States. Harvard Educational Review. 89. 525-553. 10.17763/1943-5045-89.4.525.

Marchand-Martella, N. E., Ruby, S. F., & Martella, R. C. (2007). Intensifying reading instruction for students within a three-tier model: Standard- protocol and problem-solving approaches within a Response to-Intervention (RTI) system. TEACHING Exceptional Children Plus, 3(5), n2.

Moats. L.C.& Tolman, C. A. (2019). LETRS (3rd edition). Voyager Sopris Learning.

Sullivan, A. L. & Proctor, S. L. (2016) The Shield or the Sword? Revisiting the Debate on Racial Disproportionality in Special Education and the Implications for School Psychologists. School Psychology Forum: Research in Practice, 10(3), 278-288.

Taylor, J. A., Getty, S. R., Kowalski, S. M., Wilson, C. D., Carlson, J., & Van Scotter, P. (2015). An efficacy trial of research-based curriculum materials with curriculum-based professional development. American Educational Research Journal, 52(5), 1-34.
Last Updated: June 22, 2021

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massachusetts department of elementary and secondary education

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Massachusetts Department of Elementary and Secondary Education

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Leading a Multi-tiered System of Support: Tiered Instruction - Evidence Based Early Literacy

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.

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This blog post explores strategies for identifying students who need Tier 2 support or extension and how to create time and space for that instruction in the classroom

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MTSS: Instructional Strategies to Make Time for Tier 2 Support and Extension - Dr. Catlin Tucker

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Every teacher has faced a similar challenge: delivering a whole-group lesson to the entire class and watching the mixed reactions on the students’ faces. Some grasp the concept immediately, while others struggle to comprehend it and clearly need additional support. Approximately 20% of students in a classroom will need more than Tier 1 core instruction […]

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This page addresses common questions about Tier 2 instruction, including its intensity, group size, session frequency, and progress monitoring

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As more schools use MTSS as the framework for implementing the science of reading, questions arise about the characteristics of the tiers of instruction. This blog offers answers to a few frequently asked questions about Tier 2 intervention in MTSS.