As the school year progresses and teachers learn more about their students, some will inevitably need help with the Tier 1 curricula. As differences in student ability become more apparent, we start to wonder how we will meet the varying needs in our classrooms.
Grouping becomes a widely-used verb, and spreadsheets of student names and rotations litter our desks.
As teachers, we are Solvers. We solve math problems, friend problems, and snack problems. We make around 1,500 educational decisions daily, so solving problems in the classroom comes almost as naturally as breathing.
But, sometimes, we try to solve the problem too quickly. Sometimes, the best decision we can make for our students who don't fit the mold is to take a little more time to look at the "Why?" before we figure out the "How?"
The "Why?"
By considering the following questions, we are better able to get the root causes of students' readiness for Tier 1 instruction before developing solutions:
Do I have adequate training to teach the subject successfully? If not, is there coaching/training available to me?
One of the biggest challenges teachers face today is a need for more time. Our minutes are precious, and the demands are constantly growing. Often, we are thrown into teaching subjects that we lack expertise in, which can contribute to students struggling with Tier 1 material.
If teachers feel underprepared to teach, it is imperative that they have access to resources to help them grow as educators. These resources can include additional professional development opportunities, book recommendations, or even instructional coaching from highly trained teachers and administrators. While professional development opportunities and reading generally occur on our own time (unless it's during a professional development day), coaching can happen within our duty day.
What patterns do I see concerning student needs? Is it a particular group or subgroup?
Another question is whether the students struggling with Tier 1 material share common traits—whether they belong to a particular group, like English Language Learners (ELLs), students with IEPs, or those from specific socioeconomic backgrounds.
Recognizing these patterns allows us to make informed instructional adjustments and provide tailored support for student achievement. By identifying commonalities among students with similar backgrounds or learning styles, we can adapt our teaching methods to better meet their needs.
Do my students have the prerequisite skills needed to participate in instruction?
Evaluating whether students have the foundational skills required to engage with Tier 1 instruction successfully is essential. Sometimes, gaps in understanding may not be about the current material but rather about missing skills from previous grades or units. This could be especially true in math, where concepts often build on each other.
For instance, students struggling with multiplying fractions may lack a firm grasp of multiplication or fraction concepts. Before diving into new content, it's worth assessing whether students have these critical building blocks.
Diagnostic assessments, quick checks for understanding, or even one-on-one conversations with students can reveal these gaps.
Am I providing enough opportunities for practice and feedback?
Students need ample time to practice new skills, but equally important is the feedback they receive during that practice.
Are students getting enough opportunities to try out what they've learned, and are they receiving timely, specific feedback to guide them in their learning process? Without meaningful feedback, students may not know what to adjust or where they went wrong.
Consider if your lessons provide multiple opportunities for students to apply new skills and if formative feedback is helping them refine their understanding before moving on.
Is my classroom environment supportive of all learners?
A classroom environment can significantly affect student engagement and success. Reflect on whether the learning environment is inclusive, safe, and encouraging for all students. Is there enough room for students to take risks without fear of failure? Are students' diverse needs—whether social, emotional, or cultural—being recognized and supported?
Some students may struggle because they don't feel fully seen or understood in the classroom. Building strong relationships, celebrating diverse ways of thinking, and fostering a growth mindset are all ways to create a classroom climate that helps all students thrive.
Are my instructional methods varied enough to meet different learning styles?
We know that students learn in a variety of ways, and one size rarely fits all. Am I incorporating a range of instructional strategies—visuals, hands-on activities, group work, technology, or movement—that tap into different learning styles?
Some students may not be making progress because the instructional delivery doesn't match their learning preferences. If a student is a visual learner, relying less on auditory instruction could help their ability to grasp the material. Variety in teaching strategies ensures that more students have access to learning in ways that resonate with them.
Have I considered the cultural and linguistic backgrounds of my students?
Cultural and linguistic diversity can affect how students access and engage with the curriculum. Are the examples, language, and contexts used in your lessons culturally relevant and accessible to all students?
If students' cultural or linguistic backgrounds are reflected in the content, it may be easier for them to connect with the material. Incorporating culturally responsive teaching practices can help students see themselves in the learning and make meaningful connections.
Am I utilizing formative assessments to monitor progress effectively?
Are you regularly checking for understanding through formative assessments? These can be informal (thumbs-up/thumbs-down, exit tickets) or more structured (quizzes, performance tasks), but they offer insight into where students are in their learning.
Formative assessments allow us to adjust instruction in real-time, offering re-teaching or additional support before moving on. If students aren't making gains, it's worth considering if frequent progress checks are happening and whether instruction is being adapted based on that data.
Are there any external factors affecting the student's learning?
Sometimes, students' academic struggles stem from external factors beyond the classroom—issues like hunger, lack of sleep, family stress, or even trauma. Checking in with students or working with counselors and families can help uncover these underlying issues.
If we know more about what's happening in students' lives outside of school, we can adjust our expectations and provide resources or support to help them succeed academically, emotionally, and socially.
Now, the "How?"
Once these gaps in prerequisite skills are identified, we can offer targeted interventions to help students bridge them. This might include small-group instruction, where students can receive focused attention on specific skills, or peer tutoring, which allows students to learn from each other in collaborative ways. Digital tools with adaptive learning paths can also provide personalized support, enabling students to progress at their own pace and build confidence in areas where they need extra help.
In the end, differentiating instruction to meet students where they are requires patience, reflection, and flexibility. As teachers, we solve countless problems every day, and it can be tempting to act quickly when we see students struggling.
But sometimes, the most important work we do is taking the time to ask the right questions—to understand the "why" behind a student's challenges before jumping to the "how." By doing so, we create a more meaningful and lasting impact on their learning journey. Having spent years in the classroom, I know that slowing down to ask these reflective questions can be one of the hardest—but most rewarding—things we do as educators. After all, it's about more than solving problems; it's about ensuring every student has the opportunity to succeed.
National Council of Teachers of Mathematics. (2014). Principles to Actions: Ensuring Mathematical Success for All. NCTM.
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
