Adopting MTSS makes your teaching easier

Understanding Tiered Instruction in K-12 Education

In the world of K-12 education, ensuring that every student receives the support they need to succeed is paramount. This is where the multi-tiered system of support (MTSS) comes into play.

Two Free Resources!!

Download an editable Classroom Expectations and Consistent Routines document, useful for classroom teachers HERE

Download an editable Tier 3 document, useful for classroom teachers HERE

Tier 1: Universal Instruction and Support ♦ Tier 2: Targeted Group Interventions 

♦ Tier 3: Intensive, Individualized Interventions

What is Tier 1: Universal Instruction and Support?

Tier 1, also known as "Universal Instruction and Support," encompasses the high-quality, research-based teaching strategies and practices that are provided to all students within the general education classroom. The goal of Tier 1 is to meet the diverse needs of most students—typically around 80-90%—ensuring they achieve academic and behavioral success without requiring additional, targeted interventions.

Key Components of Tier 1

1. High-Quality Instruction

High-quality instruction is the cornerstone of Tier 1. This involves using a variety of teaching strategies that cater to different learning styles, abilities, and interests.

• Example: Differentiated instruction is a common approach, where a teacher might present a math concept using visual aids, hands-on activities, and direct instruction. This ensures that every student, regardless of their learning style, has the opportunity to grasp the material.

• Rationale: By addressing the diverse ways students learn, teachers can engage all learners more effectively, leading to better understanding and retention of the material.

2. Clear Expectations and Consistent Routines

Free Resource! Download an editable Classroom Expectations and Consistent Routines document, useful for classroom teachers HERE

Establishing clear expectations and consistent routines helps create a structured and predictable classroom environment.

• Example: At the beginning of the school year, a teacher might set clear rules about classroom behavior, such as raising hands before speaking, and establish academic routines like starting each class with a brief review of the previous lesson.

• Rationale: When students know what is expected of them, they are more likely to feel secure and focused, which enhances their ability to learn.

3. Ongoing Assessment and Feedback

Continuous assessment and feedback are vital for monitoring student progress and adjusting instruction as needed.

• Example: A teacher might use formative assessments, such as quizzes or exit tickets, to gauge student understanding after each lesson. Based on the results, the teacher can modify instruction to address any gaps in knowledge.

• Rationale: Regular assessment allows teachers to intervene early, preventing small misunderstandings from becoming significant learning barriers.

4. Positive Behavior Support

Creating a positive classroom environment involves reinforcing good behavior and addressing negative behavior constructively.

• Example: A classroom management system that rewards positive behavior, like a token economy where students earn points for following rules, encourages a culture of respect and cooperation.

• Rationale: Positive reinforcement helps students develop self-regulation and contributes to a supportive learning atmosphere.

When is Tier 1 Necessary?

Tier 1 is always necessary as it forms the baseline of instruction and support for all students. It is the first line of defense in preventing academic or behavioral issues from escalating. This tier is particularly critical in classrooms with diverse student needs, where proactive, universal support can address potential challenges before they require more intensive interventions.

Indicators That Tier 1 is Successful

Success in Tier 1 can be identified through several indicators:

• High Student Engagement: When students are actively participating in lessons, showing interest, and demonstrating enthusiasm for learning, it’s a good sign that Tier 1 strategies are effective.

• Improved Academic Performance: If the majority of students are meeting or exceeding grade-level expectations on assessments, Tier 1 instruction is likely working well.

• Positive Classroom Climate: A noticeable culture of respect, cooperation, and positive behavior among students, with minimal disruptions, indicates a successful Tier 1 environment.

• Regular Progress: Formative assessments should show consistent progress, with students making steady gains in their learning.

Indicators That Tier 1 Needs Adjustment

If Tier 1 is not meeting students' needs, certain signs may become apparent:

• Persistent Achievement Gaps: If a significant number of students are not meeting grade-level expectations despite receiving Tier 1 support, it suggests that the current strategies may not be sufficient.

• Frequent Behavioral Issues: Ongoing behavioral problems could indicate that the positive behavior supports in place are not adequately addressing students' needs.

• Low Engagement Levels: Disengaged or frustrated students may signal that the instruction is not resonating with them or meeting their needs.

What to Do If Tier 1 is Not Successful

If Tier 1 is not yielding the desired results, it’s essential to take action:

1. Review and Adjust Instructional Strategies: Evaluate the current teaching methods and consider incorporating new, research-based strategies. This might involve more interactive activities, integrating technology, or providing additional scaffolding for complex concepts.

2. Increase Differentiation: Further differentiate instruction to better support struggling students. This could include small group instruction or individualized learning plans within the general education setting.

3. Collect More Data: Gather more detailed data through assessments, observations, and student feedback to pinpoint specific gaps and address them effectively. This data can inform targeted interventions for students who need additional support.

4. Collaborate with Colleagues: Work with grade-level teams, specialists, or instructional coaches to develop new strategies and share best practices for improving Tier 1 instruction.

5. Move to Tier 2 Interventions: If some students continue to struggle despite adjustments, they may need more focused support through Tier 2 interventions, which involve small-group instruction designed to address specific needs.

[Back to top]

What is Tier 2: Targeted Group Interventions?

Tier 2 interventions are targeted supports aimed at students who need more than the general instruction provided to all students in Tier 1. These interventions are typically delivered in small groups and focus on specific areas where students are struggling, whether academically or behaviorally. The goal is to provide the additional help these students need to catch up to their peers and prevent further difficulties.

Key Components of Tier 2

1. Small Group Instruction

•  Example: During independent work time, a teacher might work with a small group of students who are having trouble with reading comprehension. These students receive focused lessons on specific strategies to improve their understanding of the text.

•  Rationale: Small group instruction allows for more personalized attention, enabling the teacher to tailor lessons to the specific needs of the students. This focused approach is more effective at addressing individual learning gaps than whole-class instruction.

2. Targeted Skill Development

• Example: If students are struggling with math word problems, the teacher might create a targeted series of lessons focused on breaking down and solving these problems. These lessons are more detailed and concentrated than the broader instruction given to the entire class.

• Rationale: By concentrating on specific skills, teachers can help students overcome particular obstacles that are preventing them from making progress, ensuring that these students can keep up with the overall curriculum.

3. Frequent Monitoring and Adjustments

• Example: Teachers use progress monitoring tools like weekly quizzes or targeted assessments to track how well students in Tier 2 are responding to the interventions. Based on the results, the teacher might increase the intensity of the intervention or shift the focus to better address the students' needs.

• Rationale: Regular monitoring allows for timely adjustments, ensuring that the interventions remain effective and responsive to the students' progress.

When is Tier 2 Needed?

Tier 2 interventions become necessary when students are not making sufficient progress with Tier 1 instruction alone. These students might be falling behind academically, struggling with specific skills, or exhibiting behavioral issues that do not improve with the universal supports in place.

Indicators That Tier 2 is Necessary

Teachers and administrators should consider Tier 2 interventions when:

• Persistent Struggles: A student or group of students consistently struggles with specific academic or behavioral challenges, despite the support provided through Tier 1.

• Assessment Data: Benchmark assessments, formative assessments, or progress monitoring data show that certain students are not meeting grade-level expectations and are at risk of falling behind.

• Behavioral Concerns: Students display ongoing behavioral issues that do not improve with Tier 1 strategies, such as frequent disruptions, disengagement, or social difficulties.

Indicators That Tier 2 is Successful

When Tier 2 interventions are effective, teachers may observe:

• Improved Academic Performance: Students in the intervention group show measurable progress in the targeted skills or behaviors, closing the gap between them and their peers.

• Positive Assessment Results: Data from progress monitoring shows consistent improvement in the specific areas being addressed by the intervention, indicating that the additional support is working.

• Increased Engagement: Students become more engaged and confident as they experience success in areas where they previously struggled.

Indicators That Tier 2 is Not Successful

If Tier 2 interventions are not effective, certain signs may become apparent:

• Lack of Progress: Students continue to struggle with the targeted skills or behaviors, showing little to no improvement despite the additional support.

• Ongoing Behavioral Issues: There is no noticeable improvement in students' behavior, and they continue to exhibit the same challenges that prompted the Tier 2 intervention.

• Frustration or Disengagement: Students may become increasingly frustrated or disengaged if the interventions are not meeting their needs, which could lead to further academic or behavioral issues.

Alternatives and Next Steps if Tier 2 is Not Successful

If Tier 2 interventions are not yielding the desired results, it’s important to take proactive steps:

1. Review and Refine Interventions: Evaluate whether the strategies being used in Tier 2 are appropriate for the students' specific needs. Adjust the approach as necessary, perhaps by focusing on different skills or changing the instructional method.

2. Increase Intensity: Consider increasing the intensity of the intervention by offering more frequent sessions or working with smaller groups to provide even more individualized attention.

3. Collect More Detailed Data: Gather additional data through more comprehensive assessments or observations to better understand the students' needs and inform more effective interventions.

4. Collaborate with Specialists: Work with specialists, such as reading or math interventionists, school psychologists, or behavior experts, to develop more targeted and specialized strategies.

5. Move to Tier 3 Interventions: If students continue to struggle despite Tier 2 interventions, they may need more intensive, individualized support provided through Tier 3. Tier 3 involves one-on-one instruction or highly specialized interventions tailored to the specific needs of the student.

[Back to top]

Free Resource! Download an editable Tier 3 document, useful for classroom teachers HERE

What is Tier 3: Intensive, Individualized Interventions?

Tier 3 interventions are highly personalized and typically involve one-on-one instruction or specialized interventions tailored to meet the specific needs of individual students. These interventions are the most intensive within the MTSS framework and are designed for the small percentage of students—usually around 1-5%—who continue to struggle despite receiving support through Tiers 1 and 2.

Key Components of Tier 3

1. Individualized Instruction

• Example: Consider a student with significant reading difficulties who receives daily, one-on-one instruction focused on phonemic awareness, decoding strategies, and comprehension skills. This instruction might use specialized programs or methods that are proven effective for students with severe reading challenges.

• Rationale: Individualized instruction allows for teaching that is completely tailored to the student's specific needs, addressing the exact areas where they struggle. This personalized approach is necessary when more general interventions have not been sufficient.

2. Intensive Support Services

• Example: A student exhibiting extreme behavioral challenges might work closely with a school psychologist or counselor to develop and implement a detailed behavior intervention plan (BIP). This plan could involve daily check-ins, behavior monitoring, and the use of specific strategies to help the student manage their behavior.

• Rationale: Intensive support services provide students with the targeted assistance they need to overcome significant challenges, whether academic, behavioral, or emotional. These services are often multidisciplinary, involving collaboration between teachers, specialists, and families.

3. Frequent and Detailed Progress Monitoring

• Example: For a student receiving Tier 3 interventions, progress might be monitored on a daily or weekly basis using specific tools like curriculum-based measurements (CBMs) or behavioral tracking sheets. This frequent monitoring ensures that the interventions are making the desired impact and allows for immediate adjustments if necessary.

• Rationale: Given the intensity and specificity of Tier 3 interventions, frequent monitoring is essential to ensure that the student is making progress. This allows educators to make real-time adjustments to the intervention plan as needed.

When is Tier 3 Needed?

Tier 3 is necessary when students have not made sufficient progress with the support provided in Tiers 1 and 2. It is often the last step before considering more significant changes, such as special education services, if the student qualifies. Indicators that Tier 3 is needed include consistent struggles with academic or behavioral issues, despite the implementation of targeted interventions, and data indicating that a student is significantly behind their peers.

Indicators That Tier 3 is Necessary

A teacher might determine that Tier 3 interventions are needed when:

• Persistent Academic or Behavioral Struggles: A student continues to struggle significantly with specific skills or behaviors, even after receiving Tier 2 interventions.

• Assessment Data: Progress monitoring data shows that the student is not making adequate progress in the targeted areas, despite Tier 2 support.

• Significant Discrepancies: The student exhibits significant discrepancies between their performance and that of their peers, indicating a need for more intensive and individualized support.

Indicators That Tier 3 is Successful

When Tier 3 interventions are effective, teachers may observe:

• Measurable Progress: The student shows clear and measurable improvement in the targeted areas, closing the gap between their performance and that of their peers.

• Achievement of Goals: The student meets the specific goals set out in their individualized intervention plan, such as improving reading fluency by a certain number of words per minute or reducing instances of disruptive behavior.

Free Resource! Download an editable Tier 3 document, useful for classroom teachers HERE

• Improved Engagement: The student becomes more engaged and confident in their learning or behavior, demonstrating that the interventions are meeting their needs.

Indicators That Tier 3 is Not Successful

If Tier 3 interventions are not effective, signs may include:

• Continued Lack of Progress: The student shows little to no improvement despite the intensive support, indicating that the current interventions are not sufficient.

• Increased Frustration: The student may become increasingly frustrated, anxious, or disengaged, which could exacerbate the issues the interventions are meant to address.

• Escalating Behaviors or Declining Performance: Instead of improvement, there may be a worsening of the student's behavior or academic performance, suggesting that the interventions are not appropriate or effective.

Alternatives and Next Steps if Tier 3 is Not Successful

If Tier 3 interventions are not yielding the desired results, it’s crucial to consider the following steps:

1. Reevaluate the Intervention Plan: Reassess the strategies being used to ensure they are aligned with the student’s specific needs. This might involve changing the approach, using different materials, or implementing a new intervention method.

2. Involve a Multidisciplinary Team: Collaborate with a broader team, including special education staff, school psychologists, behavior specialists, and the student’s family, to develop a more comprehensive support plan.

3. Consider Specialized Education Services: If the student continues to struggle despite Tier 3 interventions, they may need to be evaluated for special education services. This process will involve formal assessments to determine if the student qualifies for an Individualized Education Program (IEP).

4.   Increase Communication and Collaboration: Regularly communicate with all stakeholders, including the student’s parents or guardians, to ensure everyone is informed and involved in the intervention process. Collaboration can lead to new insights and strategies that may not have been previously considered.

5. Continue Monitoring and Adjusting: Even if progress is slow, continuous monitoring is essential. Adjust the intervention plan as needed based on the data collected, ensuring that the student receives the most effective support possible.

[Back to top]