Getting Tier 1 Right

|This leader captures the essence of good instruction — consistent, intentional, and equity-driven teaching that lifts both students and systems toward their highest potential.

My most memorable moment as a teacher leader happened on an otherwise ordinary summer afternoon after my third year in the classroom. I was at home when I received a short text from my math instructional coach: Can you jump on the phone for a moment? Her tone was urgent, though I had no idea what was coming.

When I picked up, her greeting carried both disbelief and joy. The Massachusetts Comprehensive Assessment System (MCAS) results had just been released, and she could hardly wait to share the news. “Sixty percent of your 5th graders scored proficient on the Math MCAS,” she said, her voice rising with excitement. “And 20 percent scored advanced.”

I was stunned. Just the year before, only 13% of our students had reached proficiency. These were the same kids, students from an underperforming elementary school in the heart of Dorchester, now in the hands of a turnaround LEA, who had often been underestimated. And now, against all odds, they had demonstrated what was possible with strong Tier 1 instruction. To add to the moment, our students’ growth percentile was the very highest in the state.

I hung up the phone filled with pride, not only in my students, but also in the team of educators who had pushed, planned, and persevered alongside me. More than anything, I was proud to call myself a math educator.

That achievement was not the result of luck, talent, or a one-off intervention. It was the outcome of consistently strong Tier 1 instruction paired with deliberate Tier 2 supports. In reflecting on that year, I can name five specific moves that made the difference:

●      High-quality materials: I committed to using rigorous instructional resources. Rather than relying on worksheets or outdated curriculum, I gave my students access to grade-level content every single day.

●      Internalization: I spent significant time internalizing lessons, not just previewing them but deeply working through the math myself. This strengthened my conceptual understanding and prepared me to anticipate where students might stumble.

●      Clarity and practice: I delivered instruction with precision and created time for students to practice with feedback. Clarity was not negotiable; neither was giving students opportunities to apply what they learned.

●      Relentless use of data: I constantly analyzed exit tickets, quizzes, and assessments. Data was not just collected; it was used to decide what to reteach, when to spiral, and which students to tutor.

●      Spiraling content: Each day, I intentionally revisited material from 30, 60, or even 90 days earlier—not for repetition’s sake, but to strengthen retention and ensure students could access prior knowledge.

This combination of high expectations, thoughtful planning, and responsive teaching created a classroom where students could not only meet the standard, but exceed it.

Years later, as Executive Director of a charter school, I still carry that lesson with me. The quality of Tier 1 instruction sets the ceiling for what is possible—every single time. No amount of Tier 2 or Tier 3 support can compensate for weak Tier 1 instruction. You cannot tutor your way out of ineffective teaching. You cannot remediate your way around poor curriculum.

This truth is both empowering and sobering. Empowering, because if we get Tier 1 right, the majority of our students, regardless of background, can thrive. Sobering, because it places responsibility and accountability squarely on our shoulders as educators and leaders.

At the heart of this work is equity. Nothing about my students’ circumstances changed—only the quality of their instruction. That year, and in every year since, I’ve held fast to this conviction: access to strong Tier 1 instruction is one of the most powerful equity strategies we have.

When we commit to getting Tier 1 right—through rigorous curriculum, precise delivery, data-informed adjustments, and relentless belief in our students—we do more than raise test scores. We change lives.

CONTRIBUTOR

FARIDA M. GRAHAM

EXECUTIVE DIRECTOR

CHARTER SCHOOL LEADER

13 → 60%

Math proficiency: year-over-year growth
5th grade, Dorchester, MA

#1

Student growth percentile — highest in Massachusetts that year