What would change if we started to associate the words “Tier 1” with “prevention” or “proactive” rather than “intervention”? I have been reflecting on this for the past few weeks. Typically, a pyramid is used to represent multi-tiered systems of support (MTSS). Tier 1 is the base segment, and contains the interventions in place for all students. I am wondering if labeling this tier as intervention contributes to a “someone else's responsibility” mindset when it comes to meeting the needs of all students? What if we revised the pyramid drawing to show the students AND the adults that are involved at each layer? Tier 1 is for everyone. All students. All teachers. All administrators. All support staff. Everyone. I thought of the using the word “prevention” or “proactive” for Tier 1 because, if students have the opportunities to grow their knowledge/skills by working with high quality instructional materials, engage in learning that reflects their own lived experience or helps them see new perspectives, connect with teachers and administrators who have high expectations for all students, and are surrounded by a school culture that views data as a powerful driver for action…fewer students may need the additional supports and targeted intervention that comes through Tier 2 and Tier 3 within the MTSS.
How do we shift the mindset on Tier 1? Be intentional when making distinctions between the day to day classroom instruction that is Tier 1, and targeted interventions. Start with what is best for ALL students. Scaffolding techniques create a learning “framework” that benefits all students. How can graphic organizers, think pair share, sentence frames, anchor charts, visual cues, concept maps, manipulatives, or chunking texts, for example, support students as they build skills? Accommodations can remove barriers to learning, without changing expectations for learning. Changing presentation or response modes, adjusting seating, moderating noise levels, using adaptive tech - like text to speech or speech to text, and thinking about time and scheduling can benefit all students too. Differentiating (meeting the needs of groups of students) or Personalizing instruction (starting with the needs of each student) includes student voice and choice in how they build knowledge, demonstrate mastery of knowledge and skills, or make connections between knowledge/skills and their own interests and passions. Using choice boards, SOLE (Self Organized Learning Environments), portfolios, flexible groups, project based learning, and virtual simulations are all examples of planning instruction based on student needs and interests. Consistent implementation of PBIS at the district, building and classroom level contributes to a preventative Tier 1 environment. Classrooms that are safe spaces for students to be curious, to practice and learn from mistakes, to innovate and explore ideas, and set and monitor their own goals are essential to the success of all students in a Tier 1 setting.
Embracing the idea that Tier 1 is for everybody by everybody invites teachers and administrators to look more closely at indicators that Tier 1 may need some changes to be more preventive. Pay attention to attendance data, student engagement levels, behavior data, inconsistent achievement or growth data -especially within subgroups, and minimal connections to real world applications.
Resources To Spark Your Thinking
Scaffolding In Reading - Gr 6-12
IRIS Center article on scaffolding
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