If you’ve worked with me before, you’ve probably heard me say, “You can’t intervention your way out of a weak Tier 1 foundation.” I feel like I need it printed on a T-shirt. I say this because too often we jump to providing interventions for some students without first examining the foundation of first-best instruction. We have a responsibility to design learning that is inclusive and accessible for all learners, which requires teachers to plan intentionally and proactively, grounded in a deep understanding of their content, pedagogy, and, most importantly, their students.

And let’s be really clear: teachers are putting in an extraordinary amount of effort trying to meet the needs of all learners. The challenge is not effort. The challenge is that designing instruction that is innovative, flexible, and inclusive takes time, space, and collaboration, and that is incredibly difficult when, at the very same time, teachers are also trying to address unfinished learning and provide targeted intervention at a scale that exceeds what Tier 2 and Tier 3 supports are designed to handle within existing structures.

That’s why systems matter.

We cannot expect teachers to simultaneously strengthen Tier 1 and carry the full weight of Tier 2 and Tier 3 without thoughtful structures in place, especially when the number of students needing additional support exceeds what any one teacher can realistically provide. Schools need schedules and systems that provide additional support without taking time or attention away from core instruction or placing the burden on individual teachers to do it all.

And the reality we’re working within right now is this: despite the incredible passion and effort of educators, we are not yet meeting the needs of all students, nor are we meeting the needs of educators so they can do their best work. Strengthening Tier 1 is essential to transforming our systems (hence my t-shirt idea!), but even when Tier 1 is inclusive and accessible, some students will still need more, and that’s where tiered supports come in. Whether that’s acceleration, enrichment, or targeted intervention, many educators are already embedding additional supports within their classrooms, and that work matters. The challenge is that when the number of students needing targeted support grows too large, it becomes increasingly difficult to provide that support consistently and at the level of intensity students deserve, while also ensuring all students have access to rigorous and engaging Tier 1 instruction, especially when budgets don’t allow for increasing FTEs.

So What Can Leaders Do Right Now?

First, stay grounded in this truth: strengthening Tier 1 instruction is the most important investment we can make. High-quality, universally designed core instruction reduces the number of students who need additional support in the first place. That means continuing to prioritize strong professional learning, access to high-quality instructional materials, and ongoing support through coaching and PLCs so teachers can consistently deliver grade-level, engaging, and accessible instruction for all learners.

At the same time, we have to be honest about current needs. Many systems are already stretched, and students need support now.

One option is to “flood” intervention blocks with your existing specialized and support staff. In elementary settings, this can work well when intervention time is staggered so that specialists, interventionists, and additional staff can push into a grade level for a dedicated period, creating smaller, more targeted groups and ensuring that more students get what they need, when they need it. At the middle school and high school level, this can look like creating dedicated intervention or WIN blocks within the schedule, where students receive targeted support without missing core instruction. It may also involve flexible grouping across teams or departments, co-teaching models, or the use of support staff during common periods to reduce student-to-teacher ratios and provide more individualized instruction. This is critical because without intentional structures, Tier 2 support can begin to unintentionally supplant, rather than supplement, rigorous Tier 1 instruction when systems expect teachers to embed both without the time, staffing, or structures needed to do each well.

Another option, especially as schools navigate ongoing teacher shortages, limited scheduling flexibility, and the reality of inverted MTSS pyramids where more students need targeted support than systems are designed to provide, is to partner with an organization that provides high-dosage tutoring, such as HeyTutor, to supplement Tier 1 instruction. I was introduced to HeyTutor by a colleague who knows me well and my work with UDL and MTSS. He reached out and said, “I met with this team today, and when they shared what they do, I thought of you right away. Since you love all things MTSS, this is right up your alley.” That caught my attention because I constantly work with schools where the MTSS triangle is inverted. There are simply more students who need targeted support than the system can realistically provide.

In some schools, this looks like reading intervention groups that are supposed to serve 3–5 students suddenly serving 12–15 because so many learners are significantly below benchmark. In others, interventionists are responsible for supporting multiple grade levels simultaneously, making it difficult to provide the intensity or frequency students need. I also work with districts where students require Tier 2 support in multiple areas at once, such as reading, math, behavior, attendance, or executive functioning, but staffing and schedules make it nearly impossible to deliver all of those supports consistently during the school day.

At first, I assumed it was just an online solution. But when they demoed the platform, I was even more interested, especially because instruction is provided by trained tutors in person. After seeing how the model works, I would absolutely recommend that schools or districts explore this option if they are struggling to provide consistent, high-quality intervention due to limited staffing or scheduling constraints, and increasing FTEs simply isn’t feasible.

Research consistently shows that high-dosage, small-group tutoring is one of the most effective school-based interventions for accelerating student learning, particularly for students who are behind academically. Studies have found that high-dosage tutoring can increase student learning by an additional three to fifteen months, move the average student from the 50th percentile to the 66th percentile, and is 20 times more effective than standard tutoring models for math and 15 times more effective for reading, particularly when implemented consistently during the school day with trained tutors and aligned instructional materials. This is not about replacing educators. It is about expanding capacity so teachers can stay focused on strengthening core instruction while students receive the targeted help they need.

High-dosage tutoring can be embedded in co-taught classes, incorporated into intervention blocks, or offered before or after school, depending on the structure and needs of the school. It allows districts to expand support without the long-term financial commitment of additional staff, while ensuring teachers can continue strengthening core instruction and providing targeted support without being stretched beyond capacity.

Of course, cost is always part of the conversation. To be clear, this is not about avoiding investment in additional intervention staff when it is possible and sustainable. At the same time, districts are navigating real constraints, including limited budgets, rising benefits costs, and the challenge of hiring and reducing FTEs from year to year. In that context, more flexible approaches, often supported by funding sources like Title I or other short-term funds, can help districts respond to student needs without taking on commitments they may not be able to sustain.

With any investment, the expectation should be clear: it must make a meaningful difference for students. One question should guide decision-making: if we invest in this solution, what is the return on student learning, and how will this free up educators to focus on the work that has the greatest impact?

That question matters when selecting instructional materials, designing professional learning, and choosing external partners. Any provider should be able to demonstrate a strong evidence base, show measurable impact on student outcomes, and provide clear data to inform what to continue, adjust, or stop.

In practice, that means asking questions like:

• What evidence do you have that this approach or solution improves student outcomes in schools or districts like ours?
• How will we monitor progress, and how often will we review the data?
• How will this support align with and strengthen our Tier 1 instruction?
• How will this free up time and capacity for our educators?

And when we consistently apply that lens, it leads us to think more systemically about how we design support for both educators and students.

Strong Systems Are Built in Layers

A strong system requires multiple layers. It starts with an intensive focus on Tier 1, grounded in a clear understanding of strengths and opportunities for growth. Then, based on a thoughtful needs assessment, leaders can layer additional supports where they are needed most, ensuring that support is targeted, responsive, and tied to real student data. This is how we build systems that are both effective and sustainable, where Tier 1 is strong, support is responsive, and every student has access to what they need to learn at high levels.

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If you’re exploring ways to strengthen your intervention systems without overwhelming your staff, it may be worth taking a closer look here at how HeyTutor is supporting districts across the country.

Partnered with HeyTutor to get this in front of you. I only highlight tools and organizations that align with the work I see making a difference in schools. #paidpartnership