Tier 1 Resources
A strong start for every learner:
Explore tools and strategies that deliver high-quality support in reading, math, and behavior for all students in the general education classroom.
Tier 1 Strategies
Environmental Supports
- Use of visual schedule
- Structured routines
- Clear, consistent expectations
Motivational Supports
- Relationship building
- Praise and positive reinforcement
- Token systems and classroom incentives
Instructional Supports
- Modify/reduce assignments
- Break down directions
- Offer choices and flexible seating
Tier 1 Resources
Reading Interventions
Instructional Practices & Guides
Instructional Practices
From Teacher’s Choice Award Learning Magazine For the Classroom
Instructional Strategies
- 1Utilize mnemonic cues (e.g., songs, cartoons, rhymes, stories, images) for teaching math facts, vocabulary or steps in a process
- 2Deliver instruction in short sessions using a brisk pace
- 3Build frequent opportunities for movement during instruction to address needs of students who learn best kinesthetically
- 4Circulate among the students and observe and question them while they are working
- 5Make eye contact with students before giving directions and have students repeat the directions
- 6Provide clearly written directions and instructions in a step-by-step manner with illustrations and use as few words as possible
- 7Write instructions on the board as well as say them aloud
- 8Give students a task card with a list of things to do to help them stay on task and manage their time
- 9Teach expectations of group behavior thoroughly: explain, model, demonstrate, role play, and practice/practice
- 10Provide examples and models of what is expected of students
- 11Differentiate instruction by using all levels of Bloom’s Taxonomy to ask questions and plan learning activities
- 12Use reading partners and peer or adult mentors to provide academic support
- 13Provide varied texts or supplementary materials at different levels of reading difficulty
- 14Use multiple and flexible grouping opportunities for students (e.g.., teams, partners, whole group, independent, by interest, by learning style, teacher-assigned, self-selected)
- 15Divide instruction into shortened segments and provide feedback to students before moving to the next segment
- 16Adjust and extend time as needed
- 17Integrate cooperative experiences into instruction
- 18Use direct, systematic instruction for students who show areas of concern
- 19Use technological tools or computer software to allow students to access content in multiple ways
- 20Use multi-sensory techniques to present information
- 21Increase the use of visuals, charts, and models for concept reinforcement
- 22Use graphic organizers to focus attention on key elements, concepts, or ideas
- 23Provide audiotapes of class lectures or literature read
- 24Increase the amount of practice opportunities using multiple modalities
- 25Increase opportunities for students to respond in a variety of ways (e.g.., questions, dry-erase boards, thumbs-up, partner share)
- 26Offer materials, tasks and learning options at varied levels of difficulty
- 27Use frequent monitoring to assess the progress and non-progress made by students so instruction can be adjusted in a timely manner
- 28Clearly explain each academic task and the specific criteria needed to successfully complete the task
- 29Monitor students’ understanding continuously so misunderstandings can be clarified and corrected immediately
- 30Model a problem-solving strategy for students and talk through the steps as it is taught to help students internalize the steps
- 31Encourage students to think aloud the steps or the process they use to solve a problem so feedback can be given
- 32Reinforce memorization of steps using repetition in a variety of context where memory is required (e.g.., oral, written, act it out)
- 33Work collaboratively on tasks with a student and gradually withdraw the support
- 34Anchor new knowledge to previously learned knowledge
- 35Give the student a master set of notes to improve the notes he/she took
- 36Integrate learning to a game-show format
- 37Provide a student a copy of the text with main ideas highlighted
- 38Create and provide students with an easy-to-follow visual that specified problem-solving steps in a clear manner that a student can refer to when needed
- 39Display poster-size version of problem-solving steps in the classroom, refer to it often, and encourage students to follow
- 40Design a signal so when a student needs help on independent practice, he/she displays the help signal on the desk (e.g.., brightly colored index card folded like a tent)
- 41Review and practice previously taught material frequently
Differentiated Instructional Strategies
- 1Engage students in setting personal learning goals
- 2Use learning contracts to help students realize they are responsible for their learning
- 3Assess needs of students by using diagnostic assessments to determine readiness levels in order to match skills appropriately to the students
- 4Compact content by eliminating reaching or student practice if content or a skill has been previously mastered
- 5Give an interest inventory to determine topics that motivate or interest students
- 6Work with the student to plan a method of investigating the topic of interest and decide upon the outcome or the independent study
- 7Determine the learning style preferences of the individual students
- 8Use multiple learning styles to present content or skills, to help students learn, and to allow students to show what they have learned
- 9Provide opportunities for students to build upon their preferred learning styles
- 10Provide precise guidelines for working in groups which are taught prior to the group work and are consistently reinforced
- 11Support group efforts by modeling and practicing how to mediate conflicts within a group.
- 12Teach a variety of time management skills so students manage time effectively
- 13Ensure that all students find a way to contribute to the success of working as a group
- 14Reinforce skills of note taking, summarizing, research strategies, and collaboration
- 15Prompt high-level thinking and responses for all students
- 16Vary the types and/or complexity of questions asked
- 17Use wait time before allowing students to respond to a question
- 18Encourage multiple responses for a question
- 19Encourage students to build upon the response given by themselves and other students
- 20Allow students think time or an opportunity to talk to a partner prior to responding or writing down a response
- 21Ask students to rank the list of responses, based on effectiveness or other criteria
- 22Use technology as a viable means to support classroom experiences and to address multiple learning needs
- 23Provide opportunities for student choice in enrichment or accelerated study of a topic
- 24Design meaningful activities for students to work on independently at the beginning of class or when students have completed assignments
- 25Encourage and allow students to undertake projects that interest them as part of regular classroom work
- 26Provide independent research projects for students who are ready for that level of challenge
- 27Use timelines to help students remain on target and prevent procrastination
- 28Have a student keep a log or journal to document the process of a project
- 29Vary assessment strategies for students to demonstrate what they have learned, to guide instructional decisions, and to focus on learning goals of the students
- 30Involve students in self-assessment and reflective thinking about their growth in learning
- 31Have students evaluate if they are performing at their personal best
- 32Establish and communicate clear criteria for success to the students in advance of any project, product, or learning experience (e.g.., rubric, checklist)
- 33Use multiple types of student products that reflect a range of learning styles from which students choose to present their learning (e.g.., skit, book response, debate, panel discussion, advertisement, song)
- 34Vary the classroom areas available for learning (e.g.., quiet area, lots of space)
- 35Provide flexibility in grouping and regrouping students
- 36Provide a variety of group formats for learning depending on how the student works best (e.g.., individually, with a partner, in a small group, or in a large group)
- 37Engage students in varied opportunities of working with other students who are similar and dissimilar in interests, styles of learning, and readiness levels
- 38Allow students to work in groups assigned by the teacher, groups chosen at random, as well as groups chosen by the students
- 39Use a variety of resource materials that reflect different levels of complexity and different learning modalities
- 40Provide students with choices in the different ways to access the material to be learned (e.g.., learning station, computer)
- 41Promote content integration where students connect prior knowledge to newly learned information
Engaged Learning Strategies
- 1 Select materials and tasks that are at the appropriate level of difficulty and relate to student interests
- 2 Present new concepts using a logical instructional sequence that maximizes the likelihood that a skill will be learned (e.g.., model, guided practice, independent practice)
- 3 Provide opportunities for student to define their own learning goals and evaluate their achievement
- 4 Integrate real-life experiences into instructions through problem-based learning
- 5 Use storytelling, theatrics, and props to focus and capture the attention of students as a new concept is introduced
- 6 Activate prior student knowledge by promoting a discussion that enables a student to make connections to learned information/experiences prior to the introduction of a lesson
- 7 Use voice intonation to sustain student attention throughout a lesson (e.g.., whisper, pause, tone variation)
- 8 Employ auditory signals to attract and maintain focus of students (e.g.., play chimes, ring a bell, use a clap pattern, play music)
- 9 Use visual signals to attract and maintain focus of students (e.g.., illustrations, raised hand, overhead timer)
- 10 Use a laser pointer, stick pointer, highlighter tape, or colored pens to focus on key information in a text
- 11 Frame projected information (e.g.., use of hands, a drawn box, highlighter, pointer) when using an overhead or LCD projector
- 12 Face students and maintain eye-to-eye contact during direct instruction
- 13 Move around the room during instruction and independent work to maintain visibility
- 14 Avoid instructional lag time by having materials prepared in advance
- 15 Allow students to readjust seating if they are not positioned where they can see the board or media screen
- 16 Present instruction at a lively pace using humor
- 17 Use an egg timer, overhead timer, and/or hourglass timer as a guide to complete tasks
- 18 Increase modeling, guided practice, and hands-on learning to increase student participation
- 19 Arrange collaborative experiences to encourage students to explore, discover, and investigate
- 20 Have students record notes or make illustrations of key points during instruction
- 21 Decrease teacher talk and increase student response time with information being taught
- 22 Promote high-response opportunities during direct instruction(e.g.., partner to partner, small group, individual)
- 23 Break assignments into smaller chunks to give students opportunities to respond frequently
- 24 Include illustrations, diagrams, demonstrations, charts, and manipulatives to present instruction
- 25 Pause during a lesson to allow students to repeat a word or phrase about what is being taught)
- 26 Arouse student curiosity by bringing in something that relates to the topic being studied
- 27 Use higher-level questioning techniques to stimulate thinking at varying levels of complexity
- 28 Utilize computer-assisted instruction to build background knowledge and provide frequent feedback with self-correction
- 29 Use organizers to focus students’ attention and increase comprehension of concept to be learned
- 30 Incorporate names of students when telling stories or presenting problems to capture student attention
- 31 Select high-interest material to introduce and reach a new concept
- 32 Make use of color in gaining attention of students (e.g.., colored dry-erase pens on dry-erase boards, colored highlighting tape, colored Post-it notes)span>
- 33 Illustrate key points, no matter what level of artistic ability, to focus attention and help in retention of information
- 34 Turn off room lighting and use a flashlight to highlight/draw attention of students to key words/items
- 35 Have earphones/earplugs available for students who have auditory distractibility
- 36 Keep desktop and/or table top free of clutter to help student focus on instruction
- 37 Seat reluctant students close to students who remain focused throughout instruction
- 38 Stop often to summarize key elements in a lesson to point out to students what is important to remember
- 39 Invite students to use their own words to summarize key points in a lesson to a partner
- 40 Provide access to a less districting location for independent work
- 41 Allow students opportunities to move about the room during instruction when appropriate
- 42Alternate between passive and active instructional activities
- 43 Pause during instruction to ask questions and check students’ levels of understanding or and misunderstandings of content
- 44Use Think-Pair-Share to give each student an opportunity to think prior to forming a response and to allow each student an opportunity to share ideas
Instructional Guides
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Tier 2 & 3 Resources
Targeted small-group or intensive individualized interventions for students who need additional academic or behavioral support, including those with significant and persistent needs.
Behavior & SEL
Resources for managing behavior, teaching expectations, and supporting social-emotional learning.
Family Resources
Information for parents and guardians on how MTSS works and how to get support for your child.
All Documents
Tools and strategies that deliver high-quality support in reading, math, and behavior for all students in the general education classroom.
Educator Toolbox
Templates, strategies, and external tools for supporting MTSS implementation in the classroom.