Differentiate instruction based on assessed reading skills for all students.

Differentiated instruction is essential for all students, not only those receiving Tier 2 and Tier 3 interventions. Teachers can vary instruction by changing content focus, amount of instructional time, and degree of scaffolding. In Tier 1, differentiation can be provided during independent work or small groups. In Tiers 2 and 3, teachers should use progress monitoring and analyze data to assess reading proficiency growth, differentiate instruction, and determine if students need additional help.

Progress monitoring is critical for regrouping students based on changing skill levels. Teachers will need professional development to learn how to collect data, interpret results, and use data to differentiate instruction. Staff may want to work collectively to develop guidelines for grouping students for instruction. Teachers need strong classroom management skills to provide Tier 1 differentiated instruction. Some teachers will need help developing classroom routines that allow them to lead small groups with selected students while others work independently.