Tiers of Instruction Based on Placement
An Inclusion or Push-In Teachers’ Guide
This resource includes … a detailed description of each of the models of co-teaching and push in
support that can be utilized to help teachers as they tier their instruction. This resource will also be
accompanied in the near future by sample lesson plans that will allow you to see what some of these
models will look like in practice.
When and Why should I use this? This resource allows you to see how you can maximize tiered
instruction based on your placement (inclusion or push in). It allows you to evaluate your placement
context, the learning objectives you are teaching and who is expected to master them and then from there
select what is the best instructional model to maximize student learning. The resource helps you make
these decisions by describing the instructional model as well as providing information about the strengths
and pitfalls of each model.
How should I use this? You must first determine what your learning objective is and what tier it falls
in to. From there, you must determine which students are required to master the objective (are all
students required to master the objective or only a subset?) Once you have determined who is held to
mastery of the objective, then you will select which instructional bucket is most appropriate for your class
either “Methods Best if ALL Students are Expected to Master the Same Objectives” or “Methods Best if
Students are Expected to Master Different Objectives”. You will read through the different examples of
tiered instruction under the selected bucket or category and then select the method that best meets the
needs of your students and the instructional style of each adult in the room as well as maximizes the adult
human capital in your classroom.
Additional Notes (if needed)
IMPORTANT NOTE
There are several key approaches that teachers can use in inclusion and push-in settings to better
facilitate tiered instruction. The two most important things that must be established when
determining which method to use in your classroom setting are 1. how are you and your co-teacher
defining your roles and 2. a clear understanding of what each child is accountable for
academically at the end of the year (tiered goals). This is critical because you need to know how
the human capital in your room can be most effectively be utilized, so that you can therefore
tailor your instruction to best suit the unique goals (tiers) and needs of your students,
regardless of whether or not all students are expected to master the same objectives (at the same
level of rigor).
Methods Best if ALL Students are Expected to Master the Same Objectives




Team Teaching
Parallel Teaching
Assisted or Support Teaching
One Teach, One Observe
With these four methods, differentiation will occur primarily in the materials and
assessments/assignments that students will complete over the duration of the lesson. This is due
to the fact that there is limited opportunity within these methods for teachers to tailor
instruction to individual or group needs or for teachers to intervene during the course of actual
instruction to help individuals or groups close their unique learning gaps. Teachers will have to
find additional time throughout the day to incorporate strategic grouping that targets individual
student learning goals (tiers) and needs, whether pulling a small group during independent
practice or having students receive additional instruction either before or after school or during
preps.
Methods Best if Students are Expected to Master Different Objectives
 Alternative Teaching
 Station Teaching
With these two methods, differentiation will occur primarily in how instruction is delivered.
Using these methods allows students within these groups to be complete the same
assignment/assessment as well as use the same materials and resources during instruction due to
the commonality of levels within the groups. These two methods allow teachers to make strategic
groups based on student academic goals (tiers) and their unique learning needs. Teachers can
therefore tailor their instruction to ensure that students are being met at the appropriate entry
point to receive new information. Teachers who utilize this method need to make sure that all
students internalize the enduring understandings of a particular unit so that there are common
takeaways for all students in a particular content area.
FOR EXAMPLE: For example if you and your co-teacher are teaching a lesson aligned to a Tier 3
learning goal to one group of students while the other teacher reviews other Tier 1 and Tier 2
learning goals from the unit with another group of students.
Team Teaching
Approach
Pre-Requisites
Strengths
Both
teachers
are
delivering
the same
instruction
at the same
time. It
is
sometimes
called “tag
team
teaching.”
Both
Know that you want
all students to
ultimately master
the same objective
at the same level
of rigor
High level
of
interaction
between
teacher and
student
during
delivery of
instruction
OR
You must modify the
assessment and
outline different
levels of
achievement/student
Pitfalls
Does not allow
for one of the
teachers to
stop in the
moment and
assist a
student or
group of
students who
might be
struggling
Instruction
becomes a
conversation Most
and not just interpersonally
Notes
Teachers must
have high
sense of
comfort and
compatibility
with one
another
High amount
of planning
and
collaboration
Correlated
Lesson
Plan/
Addtl.
Resources
teachers
are playing
off of each
other
throughout
the
delivery of
the lesson.
expectations
assessments/
assignments
on
turn talking challenging
teaching
approach
Parallel Teaching
Approach
Pre-Requisites
Strengths
Pitfalls
Notes
Teachers are
both teaching
the same
information,
but they divide
the class into
groups and
teach
Know that you
want all
students to
ultimately
master the
same objective
(however maybe
not at the
Allows for
students to
receive the
same content,
but with the
potential for
it to be
delivered in
Better for
activities
that are
drill and
practice, reteaching and
test review
Gives
teachers an
active but
separate
instructional
role in the
classroom
Correlated
Lesson
Plan/
Addtl.
Resources
simultaneously. same level of
rigor)
a different
way to meet
students
Planning might preferred
require
learning
differentiated modality
assessments/
assignments
There are
even though
more
the content is opportunities
the same
on the part
(depending on
of the
student
teacher to
grouping)
respond to
student
Should be used inquiries
when a lower
adult-student
Allows for
ration is
more student
needed to
participation
improve
instructional
efficiency
Students can
NOTE: This
be
also might
strategically
require the
placed in to
use of reading groups with
materials on
this method
different
levels
Because the
same content
is being
taught might
run the risk
of not taking
the time to
differentiate
based on
student needs
Assisted or Support Teaching
Approach
One teacher
PreRequisites
Know that
Strengths
Great approach
Pitfalls
Approach is
Notes
Should be
Correlated
Lesson
Plan/
Addtl.
Resources
would keep
primary
responsibility
for teaching
while the
other teacher
is circulating
around the
room,
providing
assistance to
students as
needed.
you want
all
students to
ultimately
master the
same
objective
at the same
level of
rigor
(however
level of
one on one
teacher
support
will be
dependent
on student
learning
gaps)
Should be
used when
the lesson
lends
itself to
delivery by
one teacher
Pre-planned
targeted
when one teacher
has a particular
expertise/strength
for the content
often
overused
because it
makes few
demands for
Allows for
change on
students who might the part of
be struggling to
the
receive targeted
teachers
support from one
teacher without
Approach
interrupting the
has the
flow of the lesson risk of
distracting
students
during
large group
instruction
and has the
potential
to teach
them
dependence
Sometimes
teachers
keep the
roles of
either
teacher or
assistance
used in
lessons
stressing a
process in
which
student
work needs
close
monitoring
It allows
co-teachers
to learn
one
another’s
style
students
for the
assisting
teacher
depending
on student
learning
gaps
and don’t
switch up
One Teach, One Observe
Approach
In this
approach,
both teachers
decide in
advance what
types of
specific
observational
information
to gather
during
instruction
and can agree
on a system
for gathering
PreRequisites
Know that
you want all
students to
ultimately
master the
same
objective at
the same
level of
rigor
Strengths
Pitfalls
A more
detailed
observation
of students
in engaged
in the
learning
process
Observation
based teacher
does not have
opportunity to
intervene when
there is student
misunderstanding
When
questions
Pre-planned
arise about
area of
a student,
focus for
it allows
observation- teachers to
Limited ability
to use
differentiated
materials during
instruction
Notes
Correlated
Lesson
Plan/
Addtl.
Resources
that
information.
Afterward,
the teachers
should
analyze the
information
together.
observation
should be
deliberate
part of the
lesson, not
just
teachers’
incidental
checks of
student
activity
collect
pertinent
information
about the
student in
order to
better
inform
their
instruction
Allows
teachers to
get a very
accurate
gauge of
student
progress
towards
mastery
Allows
teachers to
compare
target
students to
the other
students in
the class
Alternative Teaching
Approach
One teacher
takes
responsibility
for the large
group while
the other
PreRequisites
Know that
you want
mastery to
look
different
for
Strengths
Pitfalls
Notes
There is
flexibility
in terms of
how much
time is
spent in
Only using
this method
as a form
of
remediation
and not
The purpose
for the
small group
and the
members of
the small
Correlated
Lesson
Plan/
Addtl.
Resources
teacher works
individual
with a smaller students or
group.
groups of
students
the smaller
group(s)It can take
the whole
period or
Best if used it can be a
in
few minutes
situations
at the
where
beginning
students’
or end of a
mastery of
lesson
concepts
taught or
Very
about to be
tailored to
taught
individual/
varies
group
tremendously learning
needs
This also
will require
the use of
reading
materials on
different
levels
utilizing
it as a for
of
enrichment
as well
group
should vary
Station Teaching
Approach
Pre-Requisites
Strengths
Pitfalls
In this
approach,
teachers
divide content
and students.
Each teacher
then teaches
the content to
one group and
subsequently
repeats the
instruction
for the other
group. If
appropriate, a
third station
could give
students an
opportunity to
work
independently.
Know that you
want mastery
to look
different for
individual
students or
groups of
students
Provides
students with
different
types of
instruction
and practice
Much more
limited
opportunity
for
collaboration
Several topics
comprise the
instruction of
the lesson
Potential to
help build
student
independence
Requires
differentiated
materials
based on
student
Instruction
tailored to
meet the
needs of
individual
Students are
strategically
Part of
group based
planned
on their
instruction is individual
review
learning gaps
Notes
Correlated
Lesson
Plan/
Addtl.
Resources
needs/starting subsets of
points
students
Assessments/
assignments
require
different
expectations/
level of
achievement