Hi Kelly,

Today, I’m debunking one of the most common and persistent misunderstandings about Tier 1 instruction.

Yes, you should deliver differentiated Tier 1 instruction using small groups. 

I understand how this misunderstanding might have arisen. We often say “Everybody gets Tier 1.” It makes sense that when educators hear the word “everybody,” whole group instruction comes to mind.

Whole group instruction works well when everyone in the grade or class needs roughly the same instruction.

But when your screening and diagnostic data reveal a wide range of word recognition skills, it doesn’t make sense to have only whole group Tier 1 instruction. In this context, it makes sense to differentiate Tier 1 from the start.

When grouping students for Tier 1 instruction, use screening data to give you a general sense of how to group them based on essential early literacy skills, such as working on letter sounds, multi-syllable words, or fluency. Then, use diagnostic data to refine those small groups, and use progress monitoring data to reshuffle the groups over time.

This doesn’t mean you have to manage multiple small groups. Students can be grouped across the grade and other educators can step in so that every student is in a skill-based group that is taught by an adult.

Your best opportunity to accelerate progress and catch students up to grade level may be to give them a double dose of instruction - one dose in Tier 1 and then a second dose at another time of day in Tier 2 or 3.

If this email clarified a misunderstanding about Tier 1, that’s ok!

The important thing is you can now change and adapt your instruction - which can ultimately change the trajectory of your student’s reading outcomes, for the better.

Enjoy!
Stephanie

P.S. Looking to dive even deeper into Tier instructional strategies, techniques, and recommendations? Join the Reading Science Academy! 🤓