It's an important question—but it may not be the first one we should ask.

Before referring students for intervention, it's essential to examine the quality of the instruction every student is receiving. In a strong Multi-Tiered System of Supports (MTSS), Tier 1 instruction is the foundation. When core instruction is effective, research suggests that approximately 80% of students should meet grade-level expectations with Tier 1 instruction alone (Fuchs & Fuchs, 2006; National Center on Intensive Intervention).

If large numbers of students are struggling with the same skills, the issue may not be the students. It may be the instruction.

So what does strong Tier 1 instruction actually look like?

Here are eight evidence-based "look-fors" that administrators, instructional coaches, interventionists, and classroom teachers can use to evaluate the strength of their core instruction.

1. Instruction Is Explicit

One of the strongest findings in educational research is that students learn more when instruction is explicit.

Explicit instruction means teachers clearly model new skills before asking students to practice independently. Rather than expecting students to discover concepts on their own, teachers:

• Explain the learning objective.
• Model the skill.
• Think aloud during instruction.
• Provide guided practice.
• Check for understanding.
• Gradually release responsibility.

This "I Do, We Do, You Do" structure reduces cognitive load and helps students develop confidence before working independently.

Look-for: Teachers model new learning before expecting students to apply it independently.

2. Instruction Follows a Systematic Scope and Sequence

Learning builds on previous knowledge.

Whether teaching reading, writing, or mathematics, concepts should be introduced in a logical progression. Students need opportunities to master prerequisite skills before moving to more complex content.

For example, in reading, students benefit from systematic phonics instruction that follows a carefully planned sequence. In mathematics, students develop conceptual understanding before memorizing procedures.

Jumping between unrelated skills often creates gaps that become increasingly difficult to close.

Look-for: Lessons intentionally build upon previously taught concepts.

3. Students Are Actively Engaged Throughout the Lesson

High-quality instruction isn't measured by how much the teacher talks.

It's measured by how much students think.

Effective classrooms maximize opportunities for students to respond through:

• Choral responses
• Whiteboards
• Turn-and-talk discussions
• Guided practice
• Partner work
• Frequent questioning

Research has consistently shown that increasing opportunities to respond improves engagement and learning outcomes.

Look-for: Every student is participating—not just the volunteers.

4. Teachers Frequently Check for Understanding

Waiting until the end of a unit to discover students didn't understand the instruction is too late.

Strong Tier 1 classrooms constantly gather information about student understanding.

Teachers use:

• Exit tickets
• Quick checks
• Student discussions
• Whiteboard responses
• Observation
• Short formative assessments

These checks aren't simply grades—they guide instructional decisions.

If many students miss the same concept, effective teachers reteach rather than move on.

Look-for: Instruction changes based on student responses.

5. Instruction Is Differentiated Without Lowering Expectations

Differentiation does not mean creating entirely different lessons for every student.

Instead, teachers provide appropriate supports while maintaining grade-level expectations whenever possible.

Supports may include:

• Visual models
• Sentence stems
• Graphic organizers
• Flexible grouping
• Additional guided practice
• Scaffolded questions

Students receive the support they need while still accessing rigorous content.

Look-for: Students receive different supports but work toward the same essential standards.

6. Practice Is Purposeful

Independent practice should reinforce learning—not introduce new concepts.

Students need sufficient guided practice before working independently.

Purposeful practice includes:

• Immediate feedback
• Multiple opportunities to apply new learning
• Review of previously learned skills
• Opportunities to build automaticity

This is especially important for foundational reading and mathematics skills, where repeated practice strengthens long-term retention.

As research on cognitive science demonstrates, spaced practice and retrieval practice significantly improve learning and memory (Dunlosky et al., 2013).

Look-for: Students practice previously modeled skills with timely feedback.

7. Data Drives Instruction

Assessment should inform teaching—not simply document learning.

Effective Tier 1 teachers regularly examine:

• Universal screening data
• Classroom assessments
• Student work samples
• Observations
• Progress over time
• The goal isn't collecting more data.
• The goal is making better instructional decisions.

Teachers ask:

• Which students mastered today's objective?
• Who needs additional support?
• Does tomorrow's lesson need to change?
• Data becomes meaningful only when it influences instruction.
• Look-for: Assessment results lead to instructional adjustments.

8. The Classroom Maintains High Expectations for Every Student

Perhaps the most important characteristic of strong Tier 1 instruction is a belief that every student can learn.

High expectations are reflected through:

• Grade-level learning targets
• Positive classroom culture
• Consistent routines
• Productive struggle
• Growth mindset
• Appropriate scaffolds

High expectations do not mean expecting students to succeed without support.

They mean refusing to lower expectations simply because learning is difficult.

Students often rise to the expectations adults consistently communicate.

Look-for: Teachers combine high expectations with appropriate support.

Common Tier 1 Mistakes Schools Make

Even schools committed to MTSS sometimes unintentionally weaken Tier 1 instruction.

Some common mistakes include:

• Moving Students to Intervention Too Quickly
• Intervention should not replace effective classroom instruction.
• Before recommending Tier 2 services, ask whether the student received high-quality, evidence-based Tier 1 instruction with sufficient opportunities to learn.
• Teaching Too Much at Once
• Cognitive overload occurs when students are introduced to too many new concepts simultaneously.
• Strong instruction prioritizes depth over speed.
• Assuming Exposure Equals Learning
• Simply completing a lesson does not guarantee understanding.
• Students need modeling, guided practice, feedback, and repeated opportunities to apply new skills.
• Ignoring Assessment Data
• Collecting data without changing instruction misses the purpose of assessment.
• Assessment should drive instructional decisions every day.
• Focusing on Programs Instead of Practices
• No curriculum can replace effective teaching.
• High-quality instructional practices matter more than the name on the teacher's manual.

Reflection Questions

As you reflect on your own classroom or school, consider these questions:

• Are lessons explicit and systematic?
• Are students actively engaged throughout instruction?
• Do teachers frequently check for understanding?
• Is assessment guiding instructional decisions?
• Are students receiving enough guided practice before independent work?
• Are grade-level expectations maintained while providing appropriate supports?

If the answer to several of these questions is "not yet," strengthening Tier 1 instruction may have a greater impact than adding more interventions.

Strong Tier 1 instruction is the foundation of every successful MTSS framework.

When teachers provide explicit instruction, monitor student understanding, engage learners, and adjust instruction based on evidence, fewer students require supplemental intervention.

Tier 2 and Tier 3 interventions remain essential for students with significant learning needs. However, those interventions are most effective when they build upon a strong foundation of high-quality classroom instruction.

Improving Tier 1 benefits every student—not just those who struggle.

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References

Archer, A. L., & Hughes, C. A. (2011). Explicit Instruction: Effective and Efficient Teaching.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students' Learning With Effective Learning Techniques. Psychological Science in the Public Interest, 14(1), 4–58.

Fuchs, D., & Fuchs, L. S. (2006). Introduction to Response to Intervention: What, Why, and How Valid Is It? Reading Research Quarterly, 41(1), 93–99.

National Center on Intensive Intervention. Multi-Tiered System of Supports (MTSS).

Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know.

National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.

Morphology.

Morphology is the study of meaningful word parts—prefixes, suffixes, and Greek and Latin roots. Rather than teaching thousands of vocabulary words individually, morphology teaches students how words are built so they can unlock the meanings of unfamiliar words independently.

For struggling readers especially, morphology becomes one of the most powerful instructional tools available.

Why Morphology Matters

Think about these words:

• preview
• predict
• prevent
• prehistoric

A student who knows the prefix pre- means before already has a clue about every one of these words.

Likewise, understanding that:

• -ful means full of
• -less means without
• bio means life
• graph means write

helps students tackle hundreds—even thousands—of new vocabulary words throughout their school careers.

Research consistently shows that morphological awareness contributes to:

• vocabulary growth
• reading comprehension
• spelling
• decoding multisyllabic words
• writing development

As texts become increasingly complex in upper elementary grades, morphology becomes less of an "extra" and more of a necessity.

Morphology Supports More Than Vocabulary

Many educators think morphology belongs only during vocabulary lessons.

In reality, it supports nearly every area of literacy.

When students encounter an unfamiliar word like transportation, they can break it apart:

trans = across

port = carry

-ation = the act or process

Instead of skipping the word or waiting for the teacher to explain it, students have a strategy.

That confidence transfers directly to comprehension.

Five Morphology Activities You Can Start Tomorrow

The good news?

You don't need a new curriculum or hour-long lessons.

Most morphology instruction can happen in five to ten minutes.

1. Build a Word of the Day

Choose one prefix, suffix, or root.

For example:

Root: spect (to look)

Challenge students to brainstorm:

• inspect
• spectator
• respect
• perspective
• inspection

Discuss how the root meaning changes or stays consistent.

Students quickly begin recognizing these patterns in their reading.

2. Create Word Families

Instead of teaching isolated vocabulary words, teach them in connected groups.

Example:

Cycle

• bicycle
• recycle
• tricycle
• unicycle
• motorcycle

Students immediately begin noticing that cycle relates to wheels or circles.

Connections make vocabulary stick.

3. Highlight Word Parts During Read-Alouds

Pause briefly when interesting words appear.

For example:

"We're reading the word careless. I notice the suffix -less. What does that tell us?"

Students begin looking for meaningful parts instead of memorizing whole words.

4. Morphology Word Sorts

Provide students with cards containing:

Prefixes:

• re-
• un-
• dis-
• pre-

Base words:

• view
• pack
• cover
• heat

Students build new words and discuss how the meanings change.

This activity takes only a few minutes but reinforces vocabulary, decoding, and spelling simultaneously.

5. Keep a Morphology Notebook

Instead of recording only definitions, students create pages for common prefixes, suffixes, and roots.

Each page includes:

• meaning
• examples
• illustrations
• new words discovered while reading

Over time, students build their own personalized reference guide.

A Classroom Example

Mrs. Garcia taught a Tier 2 reading intervention group made up of fourth-grade students who could decode most grade-level words but still struggled with reading comprehension.

Her students frequently stopped reading whenever they encountered unfamiliar academic vocabulary in science and social studies.

Rather than pre-teaching every difficult word, she spent just ten minutes each intervention session introducing one common prefix, suffix, or root.

One week focused on tele- ("far").

Students explored:

• telephone
• television
• telescope
• telegraph

The following week, while reading an informational passage, one student paused at the word telecommunication.

Instead of asking for help, he smiled and said:

"I know 'tele' means far. This must have something to do with communicating over a distance."

He wasn't perfectly precise—but he didn't need to be.

He had independently applied a strategy.

Over several months, Mrs. Garcia noticed students becoming more willing to tackle unfamiliar words. They relied less on teacher support and more on analyzing meaningful word parts, leading to stronger vocabulary knowledge and improved comprehension during intervention lessons.

Morphology Doesn't Replace Vocabulary Instruction—It Strengthens It

Effective vocabulary instruction still includes:

• explicit teaching
• repeated exposure
• rich discussion
• reading authentic texts
• opportunities to use new words

Morphology simply gives students another tool.

Instead of learning one word at a time, students begin learning how words work.

That's a shift from memorization to independence.

And that's exactly what we want our readers to become.

Vocabulary instruction lays the foundation for comprehension, but morphology helps students continue building that foundation long after the lesson ends. When students recognize meaningful word parts, they become more confident readers, more accurate spellers, and more flexible thinkers.

The best part? Morphology instruction doesn't require a complete overhaul of your literacy block. Small, consistent lessons woven into your existing reading instruction can have a lasting impact. Whether you're introducing one new root each week, highlighting prefixes during a read-aloud, or encouraging students to become "word detectives," these simple practices help students unlock the meaning hidden inside thousands of unfamiliar words.

Teaching students words is important. Teaching them how words are built is transformational.

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References

• Carlisle, J. F. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review.
• Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature.
• Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing Words to Life: Robust Vocabulary Instruction.
• National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. This report identifies vocabulary as a critical component of effective reading instruction and emphasizes explicit instruction alongside strategies for independent word learning.

At any given moment, we are often balancing:

• IEP goals
• progress monitoring
• intervention groups
• behavior supports
• service schedules
• meetings
• parent communication
• multiple grade levels
• multiple curricula
• constantly changing student needs

Early in my career, I thought being “organized” meant having color-coded bins and cute labels.

Now I know the best classroom systems are the ones that reduce mental load and make daily tasks easier to manage.

The goal is not perfection.

 The goal is creating systems that help you function during busy weeks when your brain is already overloaded.

Here are the classroom systems that help me stay organized as a special education teacher.

1. I Keep One Master Teacher Binder

My master binder is essentially the control center for my classroom.

Instead of storing information in ten different places, I keep my most important materials together.

My binder includes:

• student lists
• intervention groups
• schedules
• IEP snapshots
• progress monitoring forms
• meeting notes
• service logs
• assessment data
• communication logs

Having one central location saves me from constantly searching for information throughout the day.

I also keep it simple enough that I can realistically maintain it.

2. I Organize Materials by Skill—Not Theme

One of the biggest organizational changes I made was stopping the endless seasonal resource shuffle.

Instead of organizing by:

• holidays
• seasons
• cute themes

…I organize intervention materials by skill.

For example:

• short vowels
• blends
• vowel teams
• fluency
• comprehension
• sentence writing
• phonemic awareness

This makes it much easier to quickly pull targeted instruction based on student needs.

Students benefit more from consistent access to skills than from constantly changing themes.

3. I Prep Grab-and-Go Small Group Bins

Intervention groups move quickly, and I do not want to waste time searching for materials.

I keep bins or folders ready with:

• whiteboards
• manipulatives
• phonics cards
• decodables
• fluency passages
• intervention games
• pencils/highlighters

Each group has materials ready to go.

This reduces transition time and makes small groups run much more smoothly.

It also helps substitute teachers, paraprofessionals, or support staff know where materials belong.

4. I Use Repeatable Routines

One of the best organizational systems is not physical—it is procedural.

Predictable routines reduce:

• student confusion
• transition time
• behavior interruptions
• teacher decision fatigue

My intervention groups typically follow a similar structure daily:

• quick review
• direct instruction
• guided practice
• independent practice
• quick check or review

Students know what to expect, which helps everything run more efficiently.

5. I Keep Progress Monitoring Simple

I used to create complicated tracking systems that looked impressive but were impossible to maintain consistently.

Now I focus on:

• quick data points
• simple notes
• manageable trackers
• easy-to-read charts

The best progress monitoring system is the one you can actually sustain during busy weeks.

I often use:

• sticky note observations
• quick fluency data
• simple checklists
• short anecdotal notes

Consistency matters more than perfection.

6. I Create Systems for Student Independence

Many students in intervention settings need explicit support with:

• organization
• transitions
• task completion
• remembering directions

So I try to reduce how often students need to rely on me for basic routines.

Some systems I use include:

• visual schedules
• finished work bins
• labeled supplies
• task cards
• self-check systems
• choice boards

The more independence students build, the smoother the classroom runs overall.

7. I Batch Similar Tasks Together

One thing that helps my brain tremendously is grouping similar tasks.

For example:

• answering emails during one designated block
• prepping materials for multiple groups at once
• copying for the entire week
• completing progress notes together

Task switching can feel exhausting, especially during busy seasons.

Batching reduces mental clutter and helps me stay more focused.

8. I Use “Low-Energy” Systems

Not every week is a high-capacity week.

I intentionally create systems that still work when I am tired, overwhelmed, or overloaded with meetings.

That includes:

• reusable centers
• simple routines
• familiar games
• prepared review activities
• editable templates

I no longer try to reinvent instruction constantly.

Students benefit from consistency, and I benefit from sustainability.

9. I Keep My Classroom Layout Functional

Over time, I have learned that functionality matters far more than aesthetics.

I try to keep:

• intervention materials accessible
• pathways clear
• student supplies easy to find
• visual clutter limited
• small group areas distraction-reduced

Many struggling learners become overwhelmed in visually busy environments.

Simple organization often supports both regulation and attention.

10. I Accept That Systems Need Adjustments

This may be the most important organizational lesson I have learned.

No classroom system works perfectly forever.

• Schedules change.
•  Student needs change.
•  Service minutes change.
•  Behavior needs change.

Instead of expecting perfection, I now expect to revise systems throughout the year.

Flexibility is part of effective organization.

Special education teachers manage an enormous amount of information daily.

The right systems do not eliminate the workload—but they do reduce stress, mental clutter, and unnecessary chaos.

The systems that help me most are:

• simple
• repeatable
• flexible
• realistic
• easy to maintain

Because ultimately, organization is not about having the prettiest classroom.

Repetition is not about assigning the same worksheet over and over. Purposeful repetition helps students strengthen neural pathways, build automaticity, and retain skills so they can apply them independently. Whether you're teaching phonics, reading fluency, number sense, or multiplication facts, repeated practice is one of the most powerful tools for helping students achieve lasting success.

Why Repetition Works

Learning begins in working memory, but working memory has limited capacity. Students can only process so much information at one time. Through repeated practice, skills become stored in long-term memory and eventually become automatic.

When foundational skills no longer require conscious effort, students can devote their cognitive resources to higher-level thinking. In reading, that means focusing on comprehension instead of decoding every word. In math, it means solving complex problems without getting stuck on basic calculations.

This process is supported by decades of cognitive science research. Rosenshine (2012) identified daily review and guided practice as two of the most effective instructional practices for improving student achievement. Likewise, research on retrieval practice and spaced repetition demonstrates that students retain information better when they revisit learning over time rather than practicing it only once.

Repetition in Reading Instruction

The Science of Reading has reinforced what many teachers observe every day: students need many successful encounters with a skill before it becomes automatic.

A phonics lesson taught on Monday is only the beginning. Students need repeated opportunities to read, write, spell, and manipulate words containing that pattern before they truly master it.

The National Reading Panel (2000) found that repeated reading significantly improves reading fluency, word recognition, and comprehension. Every rereading strengthens decoding skills while allowing students to devote more attention to understanding the text.

Repetition supports reading instruction by helping students:

• Develop automatic word recognition
• Strengthen decoding skills
• Increase reading fluency
• Improve reading comprehension
• Build confidence with increasingly complex texts

This is why decodable texts are designed to be read more than once. It is also why high-frequency words, phonics patterns, and vocabulary should appear repeatedly throughout your instruction rather than being taught once and forgotten.

As intervention teachers know, many struggling readers simply need more opportunities to practice than their peers. More repetition does not indicate lower ability—it reflects how the brain develops automaticity.

Repetition in Math Instruction

The same principle applies in mathematics.

Students who have automatic recall of basic math facts are better equipped to tackle multi-step problem solving because their working memory is not overloaded by simple calculations.

Research by Geary (2011) found that fluency with foundational math skills predicts later mathematics achievement. Students who quickly retrieve basic facts can devote more attention to mathematical reasoning, patterns, and problem solving.

Purposeful repetition helps students:

• Build number sense
• Develop fact fluency
• Recognize mathematical patterns
• Improve accuracy
• Increase confidence when solving challenging problems

Rather than teaching a skill once and moving on, effective math instruction continually revisits previous learning. Daily spiral review, math talks, number routines, and games provide meaningful repetition without feeling repetitive.

Repetition Doesn't Mean Boring

One misconception is that repetition means students complete the same worksheet every day.

Instead, effective repetition happens through varied practice across multiple settings.

A phonics skill might appear during whole-group instruction, small-group intervention, independent reading, word building, dictation, and writing activities.

Likewise, addition facts can be practiced through games, partner activities, centers, number talks, flashcards, and real-world problem solving.

The skill stays the same, but the context changes.

This variety keeps students engaged while providing the repeated exposure necessary for long-term learning.

What This Means for Classroom Instruction

As educators, it can be tempting to equate moving quickly through the curriculum with effective teaching. However, covering content is not the same as ensuring students have learned it.

Instead, consider building intentional repetition into your instructional routines by:

• Beginning each lesson with a brief review of previously taught skills.
• Revisiting phonics patterns and math concepts throughout the week.
• Incorporating cumulative review into independent work.
• Using warm-ups that mix new learning with previously mastered skills.
• Providing multiple opportunities for students to apply the same skill in different ways.
• Students are far more likely to retain learning when instruction is cumulative rather than isolated.

Learning is rarely accomplished after a single lesson. Strong readers and mathematicians are built through consistent, meaningful practice over time.

When we intentionally revisit essential skills, we are not slowing learning—we are strengthening it. Every repeated reading, every review of a phonics pattern, every math fact game, and every spiral review helps build the automaticity students need for future success.

Sometimes the most effective thing we can do as teachers is not introduce something new. It is giving students another meaningful opportunity to practice what matters most.

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References

Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A five-year longitudinal study. Developmental Psychology, 47(6), 1539–1552.

National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.

Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American Educator, 36(1), 12–19.

Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.

The first week of school is exciting, but it can also feel overwhelming. As teachers, we want to get to know our students, build classroom routines, and begin meaningful instruction. The last thing most of us want is to spend hours administering assessments that leave students exhausted and take valuable instructional time away.

The good news is that you don't need to test every skill to understand where your students are. By using a combination of quick screening activities, classroom observations, and purposeful conversations,you can gather the information you need to plan effective instruction—without turning the first week into a testing marathon.

Whether you're a general education teacher, interventionist, or special education teacher, here are the five areas I focus on during the first week of school.

1. Start with Classroom Observations

Before I administer a single assessment, I spend time simply watching my students.

• How do they approach new tasks?
• Do they follow multi-step directions?
• Can they work independently?
• How do they interact with peers?

These observations often tell me just as much as formal assessments. A student who struggles to get started may need executive functioning support, while another who avoids reading activities may be masking difficulties with decoding.

Observation also helps establish a baseline for classroom behaviors, attention, and learning habits that will guide future instruction.

2. Use Quick Reading Screeners

Rather than administering lengthy reading tests immediately, I begin with short assessments that target foundational reading skills.

I look at:

• Phonemic awareness
• Letter-sound knowledge
• Decoding
• High-frequency words
• Oral reading fluency (when appropriate)

These assessments typically take only a few minutes per student but provide valuable information about where instruction should begin.

Research consistently shows that early identification of reading difficulties allows educators to provide targeted intervention before learning gaps widen. Screening measures should be brief, reliable, and used to inform instruction—not simply collect data.

3. Gather Meaningful Math Data

In math, I focus on understanding students' mathematical thinking rather than how many problems they can complete.

Some of my favorite beginning-of-year activities include:

• Counting tasks
• Number sense checks
• Place value assessments
• Basic fact fluency
• Mental math conversations

As students explain their thinking, I learn much more than I would from a multiple-choice test. Listening to their reasoning helps identify misconceptions that may not be obvious from correct or incorrect answers alone.

For younger students, a simple counting activity or quick place value check often provides enough information to begin planning small-group instruction.

4. Collect an Authentic Writing Sample

One of the easiest ways to learn about students is to ask them to write.

I keep the prompt simple:

• Tell me about your summer.
• What are you excited to learn this year?
• Describe your favorite place.

These writing samples reveal much more than handwriting.

They provide insight into:

• Sentence structure
• Vocabulary
• Spelling
• Organization
• Grammar
• Fine motor skills

Best of all, students often view this as a fun getting-to-know-you activity rather than a formal assessment.

5. Listen to Students Talk

Some of the richest assessment data comes through conversation.

During partner activities, morning meetings, and read-aloud discussions, I pay attention to students' oral language skills.

• Can they answer questions using complete sentences?
• Do they use age-appropriate vocabulary?
• Can they explain their thinking?

Oral language provides a strong foundation for reading comprehension and written expression. These informal conversations help identify students who may need additional language support before academic challenges become more apparent.

• Remember: Assess to Inform, Not to Label

The purpose of beginning-of-year assessment isn't to assign students a label or determine what they can't do.

Instead, it's about answering one important question:

• What does this student need from me right now?

When we focus on gathering meaningful information, we can begin targeted instruction much sooner.

Research supports using screening assessments as one component of a comprehensive instructional framework. The National Center on Intensive Intervention recommends using brief, valid screening tools alongside teacher observations and ongoing progress monitoring to identify students who may benefit from additional support.

Less Testing, Better Teaching

The first week of school should be about building relationships as much as gathering data.

Quick assessments, authentic classroom activities, and thoughtful observations provide a clearer picture of student needs than hours of formal testing alone.

When teachers use assessment purposefully, students spend less time testing and more time learning.

And that's exactly how the school year should begin.

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References

National Center on Intensive Intervention. (2024). Screening Tools Charts. U.S. Department of Education.

National Center on Improving Literacy. (2023). Universal Screening: K–2 Reading.

Fuchs, D., & Fuchs, L. S. (2006). Introduction to Response to Intervention: What, Why, and How Valid Is It? Reading Research Quarterly, 41(1), 93–99.

The good news is that not every child experiences significant learning loss. Research from NWEA suggests that summer learning varies widely among students. Some maintain or even continue to grow their reading skills, while others may need a little extra support when school begins again. Rather than worrying about "losing everything," it's more helpful to focus on rebuilding strong reading habits during those first few weeks of school.

Whether you're a parent looking for simple ways to support your child or a teacher preparing for a new school year, knowing which reading skills to watch can make all the difference.

1. Phonemic Awareness

Phonemic awareness is the ability to hear and manipulate the individual sounds in spoken words. Although this skill develops before children become readers, it continues to support successful decoding throughout the primary grades.

Teachers often begin the school year by checking whether students can:

• Blend sounds into words
• Segment words into individual sounds
• Identify beginning, middle, and ending sounds
• Add, delete, or substitute sounds

What parents can do:

You don't need flashcards or worksheets to practice phonemic awareness. Play simple word games while driving, cooking, or taking a walk. Ask questions like:

• "What word do you get if you change the /m/ in mat to /s/?"
• "Can you clap the sounds in fish?"
• "What word rhymes with cake?"

These playful conversations build important listening skills that support future reading success.

2. Decoding and Phonics

One of the first things teachers assess is whether students can still apply phonics skills to read unfamiliar words. Strong readers rely on letter-sound relationships rather than guessing.

During the first weeks of school, teachers look for students who can confidently read words with:

• Short vowels
• Digraphs and blends
• Long vowel patterns
• Multisyllabic words (for older students)

What parents can do:

If your child is still learning to read, spend five to ten minutes a few times each week reading decodable books together. Encourage them to sound out unfamiliar words instead of guessing from the pictures. Consistent, short practice is often more effective than occasional long sessions.

3. High-Frequency Words

Automatic recognition of high-frequency words allows children to focus on understanding what they read rather than stopping to decode every word.

When students struggle to recognize these words quickly, reading becomes slow and effortful.

What parents can do:

Review high-frequency words during everyday routines. Write a few words on sticky notes around the house, play memory games, or see how many words your child can recognize while reading together. Keep the activities light and encouraging rather than turning them into a test.

4. Reading Fluency

Reading fluency is more than reading quickly. Fluent readers read accurately, smoothly, and with expression.

Teachers often listen to students read aloud to determine whether they:

• Read accurately
• Maintain an appropriate pace
• Use expression that matches the text

Students who struggle with fluency may have difficulty understanding what they read because so much energy is spent decoding individual words.

What parents can do:

Reading together is one of the best ways to improve fluency. Take turns reading pages aloud, reread favorite books, or let your child practice reading a short passage several times. Hearing fluent reading modeled by an adult helps children develop confidence and expression.

5. Vocabulary and Reading Comprehension

Vocabulary and comprehension continue to grow through meaningful conversations and exposure to rich language.

Some students return to school able to decode well but struggle to explain what they've read. Others understand stories read aloud but need additional support decoding the words on the page.

Teachers quickly gather this information through read-aloud discussions, writing activities, and simple comprehension questions.

What parents can do:

One of the easiest ways to build vocabulary is simply by talking together.

As you cook dinner, visit the park, grocery shop, or explore a museum, introduce new words and explain what they mean. Ask open-ended questions such as:

• "What was your favorite part?"
• "Why do you think that happened?"
• "What do you think will happen next?"

These conversations strengthen language skills that directly support reading comprehension.

Reading Happens Beyond Books

Many families think reading practice only counts if a child is sitting with a chapter book. In reality, children build literacy skills in countless everyday situations.

Encourage your child to:

• Read recipes while cooking
• Follow game directions
• Read menus at restaurants
• Help write grocery lists
• Keep a simple summer journal
• Read signs while traveling
• Write postcards or letters to family members

These authentic experiences help children understand that reading is a valuable life skill—not just something they do at school.

The Goal Isn't Perfection—It's Consistency

As teachers, we know the first few weeks of school are an opportunity to reconnect students with the reading skills they've already learned. Through quick assessments and targeted instruction, we can identify areas that need review and provide the support each child needs.

As parents, remember that you don't need to recreate school at home. A few minutes of reading, talking, writing, and playing with language each day can make a meaningful difference.

Most importantly, help your child discover that reading is enjoyable. When children associate books with curiosity, connection, and success, they're far more likely to continue growing as readers long after summer ends.

Chat Soon-

References

Kuhfeld, M. (2019). Rethinking Summer Slide: The More You Gain, the More You Lose. NWEA.

Kuhfeld, M., & McEachin, A. (2026). Summer Learning Loss: What We Know and What We're Learning. NWEA.

Beach, P., & Crump, H. (2026). Bridging the Summer Gap: A Scoping Review of the Literature on Summer Reading Programs. Reading Research Quarterly.

There are classroom setups all over social media, giant school supply lists, color-coded binders, and endless “must-have” recommendations. It can quickly feel like you need to buy and prep everything before students walk through the door.

You do not.

As special education teacher, I have learned that the things that matter most during back-to-school season are not usually the flashy ones. The most valuable tools are the systems, routines, and supports that help you survive the first few months without burning out.

If you are a new special education teacher, here is what you actually need heading into the school year.

1. You Need Simple Systems—Not Perfection

One of the biggest mistakes new teachers make is trying to create the perfect classroom before they even know their students.

Instead of focusing on perfection, focus on systems.

You need:

• a place for paperwork
• a simple data collection method
• organized intervention materials
• a manageable schedule
• clear student routines

That is it.

Your systems will evolve throughout the year, and honestly, they should. You learn what works once real students are sitting in front of you.

The goal is functionality—not Pinterest perfection.

Example:

“These editable intervention planning tools helped me simplify my small group organization during my first years teaching.”

2. You Need Routines More Than Decorations

Students thrive when routines are predictable.

Especially in special education settings, clear structure reduces:

• anxiety
• behavior issues
• transition difficulties
• cognitive overload

Before worrying about bulletin boards, focus on:

• arrival routines
• group rotations
• where materials go
• how students ask for help
• transition expectations

Students cannot successfully access instruction if they are constantly unsure what comes next.

Simple, repeatable routines matter far more than themed décor.

3. You Need to Accept That You Cannot Do Everything Alone

This one is hard for many new teachers.

Special education is collaborative by nature.

You will work with:

• classroom teachers
• interventionists
• paraprofessionals
• speech therapists
• occupational therapists
• psychologists
• families
• administrators

Trying to carry everything by yourself leads to burnout quickly.

One of the best things you can do is ask questions early and often. Experienced teachers usually remember exactly what it felt like to be new—and many are more willing to help than you think.

4. You Need Materials That Are Reusable

During my first years teaching, I spent way too much time creating new activities every week.

Now I prioritize:

• reusable centers
• adaptable intervention materials
• low-prep games
• editable templates
• skill-based resources

Special education teachers often teach multiple grade levels and skill levels simultaneously. Having flexible resources saves enormous amounts of time.

You do not need hundreds of activities. You need a smaller collection of effective materials you can use repeatedly.

5. You Need to Plan for Student Independence

One of the best investments you can make early in the year is teaching independence.

Many students struggle with:

• executive functioning
• transitions
• organization
• task initiation
• self-monitoring

Visual supports and routines help students become more independent over time.

Some of the most helpful tools include:

• visual schedules
• choice boards
• checklists
• self-monitoring sheets
• “finished work” systems

Teaching independence early saves you countless reminders later.

6. You Need Realistic Expectations About Progress

This may be one of the hardest lessons in special education. Growth is often slower, less linear, and more complex than people expect.

Students may:

• master a skill one day
• struggle the next
• need repeated review
• require different teaching approaches
• make progress in tiny increments

That does not mean you are failing.

Special education teaching requires patience, flexibility, and consistency.

Sometimes the biggest victories are:

• increased confidence
• reduced frustration
• stronger participation
• improved independence
• willingness to try

Those things matter deeply.

7. You Need a “Low-Energy” Backup Plan

There will be weeks when:

• meetings pile up
• paperwork increases
• behaviors intensify
• you are mentally exhausted

Prep backup activities ahead of time.

This could include:

• independent fluency work
• partner games
• review centers
• task boxes
• simple STEM bins
• repeated routines students already know

Having low-prep options ready helps protect your energy and keeps instruction consistent during stressful periods.

8. You Need to Stop Comparing Yourself to Veteran Teachers

Experienced teachers have years of systems, materials, and routines built over time. You are not behind because your classroom does not look like someone with 15 years of experience.

Your first year is about:

• learning systems
• building relationships
• understanding student needs
• finding your teaching style
• surviving and growing

That is enough. You do not need to master everything immediately.

9. You Need to Protect Your Time

Special education teachers often feel pressure to stay late, answer emails constantly, and work through weekends. That pace is not sustainable.

Try to create boundaries early:

• choose one or two priorities each day
• leave some tasks unfinished when necessary
• batch paperwork
• use templates whenever possible
• avoid reinventing materials constantly

Your energy matters too. Burnout helps no one.

New special education teachers do not need perfect classrooms or endless supplies.

They need:

• manageable systems
• consistent routines
• flexible materials
• realistic expectations
• collaboration
• support

Most importantly, they need permission to grow gradually. No teacher has everything figured out during year one. The goal is not perfection. The goal is building a classroom where students feel safe, supported, and capable of learning. Everything else develops over time.