In the early grades (Pre-K to 3), effective Tier 1 intervention means embedding responsive, evidence-based supports directly into the classroom, before Tier 2 or 3 interventions are considered.
This article breaks down what Tier 1 intervention really is, what it looks like in action, and how educators can do it well to support every early learner.
When done well, tier 1 interventions add value across early literacy, and do not take away from core instruction or interventions in other tiers. This is further explained in the final paragraph.
What Are Tier 1 Interventions?
Tier 1 Intervention refers to the high-quality, evidence-based interventions that are meant to be delivered to all or some students in a general education classroom. They are delivered after instruction and assessment.
Its scope is more proactive and universal, intervening as early on as possible for a larger group. Thus, more concentrated and intensive interventions, such as those in Tier 2 and 3, are reserved for those who need it most.
There are some misunderstandings about Tier 1 interventions being used in the general classroom, but still being categorized as a type of intervention.
Dr. Stephanie Scholar, founder of Reading Science Academy, says that Tier 1 instruction need not always be delivered to the whole class, and that all students need not receive the same Tier 1 instruction.
In other words, because Tier 1 instruction can be differentiated, Tier 1 interventions will exist in the classroom, providing different early literacy experiences to students based on their situation and need.
Michigan’s MTSS Technical Assistance Center says that Universal Tier 1 literacy instruction should benefit all learners, including learners with certain difficulties. Thus, there is a provision in place in the general classroom for Tier 1 literacy interventions.
It further clarifies the need for intervention in Tier 1 by the statement “Students must have the opportunity to continue practicing and generalizing the strategies and skills they are learning during intervention instruction in their Tier 1 classroom instruction.”
Knowing the necessity of Tier 1 interventions in the classroom, what do they actually look like?
What Does Tier 1 Intervention Look Like in the Classroom?
Tier 1 interventions consist of classroom-based strategies and supports that help struggling students within the general curriculum.
In a well-functioning Tier 1 classroom in the early grades, interventions might look like:
- Targeted re-teaching to groups of students who require another dose of explicit instruction on certain reading skills. This information can come from recent formative assessments, as a part of an ongoing progress monitoring practice.
- Strategic student groupings in small groups for further practice of reading skills, that change regularly based on skill mastery.
- Built-in practice during the lesson, which includes immediate corrective feedback. This sort of intervention is very fast-acting, as it comes immediately after instruction.
- Embedded scaffolds, such as sentence starters, guided practice,etc., for early learners who need more support. This ensures students stay on pace to grasp concepts that build on earlier ones. However, to demonstrate true mastery, they must eventually perform without scaffolds. So these skills can be reassessed later through regular progress monitoring.
- Pre-teaching certain key skills before the main lesson to improve student understanding.
These intervention activities are different from Tier 1 instruction, but play a crucial role in ensuring that core instruction makes a difference for all early learners.
Proven and effective, they are Tier 1 interventions!
It’s so essential that alongside Tier 1 instruction, Tier 1 interventions are also provided in every classroom.
What can be done to make sure these Tier 1 interventions are having their intended impact?
How Can Tier 1 Intervention Be Done Better?
Strengthen Core Curriculum
Improving Tier 1 intervention starts with strengthening the core curriculum and ensuring it aligns with evidence-based practices. Afterall, evidence-based early literacy does not only apply to instruction, but interventions as well.
The right intervention starts with the right information, and that begins with the curriculum. High-quality teaching content is essential to ensure interventions are targeted, effective, and meaningful.
It’s important to adopt a scope and sequence aligned with the latest research, so the curriculum systematically builds foundational reading skills.
Track Progress for All Students
Secondly, there is a need for high-quality and consistent data for every student, not just some students. With an overview of the whole classroom, down to each individual student, it’s possible to make the right intervention decisions for the classroom, even before involving Tier 2 or Tier 3 resources.
It’s important to regularly monitor student progress through regular and ongoing formative assessments. These progress monitoring assessments inform further intervention throughout the whole school year. They serve a purpose that is beyond just screening.
Individualize the Intervention
One of the unique traits of Tier 1 interventions is that it can be delivered through differentiated instruction, but also whole class instruction, whereas Tier 2 and Tier 3 interventions are never meant for the whole class.
Changing the core curriculum, and updating the tracking method, reaches the whole class.
That’s why those two are mentioned first, but anytime the interventions are further individualized, they can drive even stronger student outcomes.
When schools and districts give teachers the flexibility to choose from a set of proven intervention options, students do better in reading.
For example, one report from Harvard University, cited a study that found that when teachers were allowed to select from a menu of evidence-based summer literacy activities that best fit their students’ needs, students showed a 30% improvement in reading comprehension. This gain is equal to almost 3.6 additional months of learning, compared to when all students received the exact same intervention.
Establish Strong Support Systems for Educators
Tier 1 interventions are strengthened when an evidence-based curriculum is introduced, key components are updated, or the more regular assessments are implemented.
However, teachers still need time, support, and professional development to adapt to these changes effectively and ensure the improvements translate into stronger student outcomes.
Districts can boost the impact of curriculum interventions by offering teachers literacy coaching and ongoing professional development that helps bring reading research into everyday teaching.
A comprehensive meta-analysis of 60 experimental and quasi-experimental studies found that coaching is most effective when it’s personalized, continues over a semester or full year, fits the school setting, and focuses on practicing specific skills. This type of support improves both teaching quality and student reading outcomes.
Tier 1 Intervention Net Gain. Does Not Compete with Tier 1 Instruction or Interventions in Other Tiers.
Tier 1 interventions do not replace high-quality instruction in Tier 1, rather, they supplement it. Schools must use ongoing screening and progress-monitoring data to decide when and how to embed these interventions.
Also, Tier 1 interventions do not replace Tier 2 and Tier 3 interventions, which must still be used for students who require them. It only makes resource allocation more efficient, as it is used to effectively meet the needs of more early learners in the general classroom, which would not be the case without any interventions at all.
When implemented well using the activities and strategies mentioned in this article, these Tier 1 interventions have strong evidence! They raise early reading scores, reduce the dependency for remedial tiers, and set the stage for all children to become proficient readers. Using digital technologies has shown a positive effect in fostering early reading skills during Tier 1 interventions.
Sprig Reading allows educators to monitor progress across all foundational reading skills for all students, so the right interventions can be made for the right student, and at the right time. This applies to all three tiers in the MTSS or RtI system of supports, but especially Tier 1.