Tier I: Core Instruction

      Ah, Tier I... the ideal condition of the regular classroom! Since we live in an imperfect world, we cannot expect that every classroom will be perfect, but since legislation is requiring schools to improve their services, classrooms delivering high-quality instruction are not difficult to find. But this is only one part of the Tier I experience, so we'll also take a look at what goes on at home.

In the Classroom 

      Classrooms that aspire to Tier I standards will have some common factors, namely these: 1) evidence-based practices, 2) universal screening and 3) progress monitoring. The first factor has the function of eliminating inadequate teaching as a cause for failure in school. Even students who are bright as pins will have trouble if their teachers are ill-qualified, the curriculum is faulty, and the strategies used to teach them are ineffectual. The second factor helps to determine if students are struggling with learning or at risk for learning difficulties. Such screening is carried out three times a year at least, and includes all students. This is connected to the third factor, which specifically focuses on the students performing in the lower 25% of the class. Monthly progress monitoring helps to determine if the standard classroom help makes a difference in the student's achievement, or if more enhanced supports are needed. (Hughes & Dexter, 2011)

      Allow me to elaborate a bit here, if I may. Evidence-based practices go beyond ensuring the teacher is highly qualified or that the curriculum meets the Common Core State Standards. The strategies that the teachers use also make a difference, such as differentiating instruction for the students (based on their strengths and interests), organizing the classroom environment to make it welcoming and conducive to learning (exploratory versus lecture-based), and basing assessment on projects or demonstrations as well as (rather than only) on exams. The data that the teachers gather based on their assessments, whether formal or informal, is a necessary complement to the data gathered from screenings and progress monitoring. Test scores are important, of course, but understanding what the areas of weakness are, both in knowledge and in performance, for the students provides insight into the type of assistance they would best benefit from.

In the Home

      Again, in a perfect world, all students would have a warm, supportive family environment that helps them to flourish. Tier I conditions at school can only do so much, and we educators can play a role in getting the family involved as well. Most people think of support as helping with homework, making sure the students' physical needs are met (enough sleep, good nutrition, safety, etc.), but it can go farther. Parents can encourage literacy and knowledge in the home by reading with and to the children, taking time to speak with them and to explore their environment. Caregivers of all kinds (including grandparents and babysitters) can be aware of incidents, behaviors and moods, and communicating regularly with the teachers about questions, concerns and developments will make for a school experience that is both understanding of the students' needs and informed of the students' lives outside of school so that their needs can be met in the best ways possible.

References 

Hughes, C. A., & Dexter, D. D. (2011). Response to Intervention: A Research-Based Summary. Theory Into Practice, 50(1), 4-11.