When students struggle, one of the first questions educators often ask is, "Does this student need intervention?"

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.