Making Tier 1 Instruction Work for All Learners

The Multi-Tier System of Supports (MTSS) is a framework many schools use to ensure all students get the academic and behavioral support they need. Tiers 2 and 3 – the small group and intensive interventions – often get a lot of attention. But we need to talk about the foundation for all learning: Tier 1 Supports.

Tier 1 is the instruction delivered to all students in the general education classroom. It’s the core curriculum, the daily teaching, and the classroom environment. Think of it as the foundation of a building. When the foundation is solid, the whole structure is stable – and fewer repairs are needed later on.

And when it comes to education, learning is so much more engaging and accessible when Tier 1 is solid!

Why Strong Tier 1 Instruction Matters

When we provide high-quality, evidence-based instruction right from the start, we minimize the number of students who will need more intensive supports later on. This is huge.

Imagine a classroom where teachers are truly solid in their instructional strategies and content knowledge. Kids get a better quality education that’s more engaging. Teachers can naturally incorporate differentiation that helps all learners.

Most importantly, deep, high-quality Tier 1 instruction can act as a preventative measure. Some students who might otherwise be identified for Tier 2 or Tier 3 interventions – or even move toward an Individualized Education Program (IEP) – may actually thrive when they have a teacher with the skills and content knowledge to support all kids.

In essence, a strong Tier 1 ensures that any student who needs additional support later on is genuinely working with a skill deficit – not simply experiencing a lack of access to quality teaching.

Tier 1 Instruction Strategies for Inclusive Classrooms: A Real Classroom Example

What does quality Tier 1 instruction look like in practice? Let me share two classroom examples from a recent observation.

The Classroom That Got It Right

Mrs. C, a 3rd-grade teacher, was teaching a unit on reading comprehension – specifically identifying the main idea. She used an explicit, systematic approach that is research-backed.

She started with the “I Do” – thinking aloud as she read a paragraph and highlighted key details to find the main idea. Then she moved into the “We Do,” guiding students to practice together using shared text and a graphic organizer. Finally, students applied the strategy independently in the “You Do” phase.

Her content was grade-level appropriate, and she offered multiple means of engagement and representation – diverse texts, options for showing understanding (writing, drawing, verbal explanation), and Universal Design for Learning (UDL) principles throughout.

One of her students, Leo, had challenges with working memory and attention. He benefited enormously from this approach. The explicit modeling reduced cognitive load, the graphic organizer provided structure, and the guided practice ensured he could keep pace before working independently. This high-quality, universally-designed core instruction was exactly what Leo needed – ultimately reducing his need for intensive pull-out services.

The Classroom That Struggled

Mr. D, on the same team, was teaching the same unit. He told the class to “find the main idea,” assigned a chapter to read, and said, “If you don’t know it, just try your best.”

No explicit modeling, guided practice, or structured tools. He assumed students already knew the strategy or could pick it up on their own.

Students who needed clear structure were left to “their own devices” and became frustrated. Since Mr. D didn’t teach the skill clearly, they began to fail assignments. Their challenges were not necessarily a learning difference – they were a failure of instruction. Three of these students were then referred for testing for additional interventions and/or special education services.

Why are we assuming a student needs an IEP or a 504 Plan when there was a failure to provide quality instruction?

That’s a rhetorical question – but it should make us stop and think.

Fortunately, Mr. D’s instruction began to shift with intentional, goal-driven instructional coaching. It started with explicit and systematic instruction and moved toward differentiation with supportive strategies. That’s the toolbox at work.

What Teachers and Coaches Can Do

Strengthening Tier 1 doesn’t have to feel overwhelming. Here are two places to start:

• Invest in high-quality, ongoing professional development (PD) focused on evidence-based instructional strategies and deep content knowledge.
• Commit to reflecting on and refining your craft. Focus on making your core instruction explicit, systematic, and engaging for every single student.

By prioritizing Tier 1 instruction, we build solid foundations for every child. We create a more equitable system where every student has the best possible chance to succeed – reducing the need for intensive, costly, and sometimes stigmatizing interventions down the line.

Tier 1 should rock.

Ready to Build a Stronger Tier 1?

If you’re ready to move from “sage on the stage” to “guide on the side” – and build a classroom where every kid has access to quality instruction – I’d love to support you. Join the Inclusiveology community, get snuggled in, and let’s build something great together. 💙