Table 1
Using Small Groups — Not just for intervention? A multitiered system of supports (MTSS) is a responsive instructional framework. The aim of a MTSS approach is to prevent the emergence of difficulties by using assessment data to inform the provision of scaffolds of various intensities, so that the needs of all students are met equitably—and early. Depending on their initial performance and progress over time, students may receive only Tier 1 instruction (i.e., only core instruction in the general education classroom), or they may receive both Tier 1 instruction and Tier 2 instruction (i.e., core instruction + supplemental instruction that provides additional opportunities to learn and practice). If students are not making adequate progress receiving only Tier 1 + Tier 2 instruction, they may be provided with Tier 3 supports as part of the MTSS framework. More information about the tiers within a MTSS is provided below. It is important to remember that effective instructional practices are effective for most/all students, not just those who are struggling. The tiers of a MTSS indicate an increase in instructional time and intensity but not necessarily change in underlying pedagogical practices. Working in small groups is common within MTSS frameworks, because small- group instruction enables teachers to provide focused instruction to support the development of specific types of knowledge or skill (Denton et al., 2014). Below, we describe the role small groups play within each tier.
Tier 1 — Universal Support (100% of students)
All students should receive Tier 1 instruction that includes high- quality teaching practices. Differentiation using small groups should be considered one of those best practices and serves as a method for addressing the various needs students bring to the general education classroom literacy block. Some students will require additional instruction beyond Tier 1. In Tier 2, instructional content and teaching practices may be identical to what students received in Tier 1, but the time will be extended. This allows students to spend more time on specific topics or skills as needed. Because only a subset of students typically needs this extended learning time, small groups provide an ideal structure for Tier 2 supplemental support. Schools or districts often have a block of “intervention time” that can be used to deliver Tier 2 instruction. A small subset of students who receive Tier 1 and 2 instruction may still not make adequate progress to achieving grade-level standards. If this occurs, students may require additional time and specialized supports. If multiple students have similar needs, small groups can provide the structure for Tier 3 support.
Tier 2 — Supplemental Support (10–15% of students)
Tier 3 — Intensive Support (3–5% of students)
ALIGNING PRACTICE WITH RESEARCH TOPIC PAPER 3
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