Five Essential Strategies for Distinguishing Core InstructionFrom Intervention
W. Edwards Deming once said, “A bad system will beat a good person every time.” In the context of education, Multi-Tiered System of Supports (MTSS) is our system, and within that system, core instruction and intervention are at the heart. But there is much confusion about the similarities and differences between Tier One, core instruction, and intervention (Tier 2, Tier 3, Special Education, etc.). The reality is all parts of the system work in tandem to support the needs of all learners. They complement each other by addressing different layers of student needs within a comprehensive framework. However, understanding the key differences between core instruction and intervention is essential for the system to work.
In this blog post, five key strategies for distinguishing core from intervention will be addressed. Here is an overview:
Aspect | Core Instruction | Intervention |
Focus | Universal, high-quality, evidence-based curriculum that addresses grade-level standards. | Targeted instruction addressing specific skill gaps. |
Audience | All students. | Selected students who are identified with diagnostic assessments, data, or observations. |
Setting | Whole class. | Small group or one-on-one. |
Intensity | Standardized pace based on standards and curriculum of grade level. | Increased frequency with a specific focus. |
Goal | Grade-level proficiency taught through best practices such as explicit instruction, differentiated strategies and scaffolding to meet the diverse needs of ALL learners. | Skill gap remediation that is responsive to needs that are identified through data. Effective interventions are systematic, explicit and intensive. |
Let’s dive deeper …
1. Universal Screeners vs. Diagnostic Assessments: Determining What Students Need
All assessments seek to answer one or more of these questions:
- Who needs help?
- Why do they need help?
- What kind of help do they need?
- Is the help helping?
Asking the right questions leads us to the right answers.
Who needs help?
It all begins with a universal screener. Think of universal screeners as your classroom’s radar. They scan the whole crew to flag who’s soaring and who might need a little lift. Universal screeners, administered at regular intervals throughout the year, are efficient, valid, and reliable for determining who needs help.
What kind of help do they need?
Although universal screeners accurately and efficiently identify students who need help, they do not answer the question, “What kind of help do they need?” Data collected from universal screeners is not intended to be used to make instructional decisions.
To know what kind of help a student needs, a diagnostic assessment must be administered. Whereas, universal screeners give you the big picture, diagnostic assessments zoom in like a microscope. They help pinpoint specific skills or concepts students need extra support and attention on—whether it’s decoding words, mastering fractions, or sharpening social skills. This information can then be used to guide instruction. Once you know exactly what’s getting in the way of learning, you can create interventions and lessons that meet them right where they are.
2. Grade-Level Alignment vs. Skill Deficit: The Difference is in the Focus
Core instruction and intervention are both about supporting students' growth, but in slightly different ways. The difference lies in the focus.
Core instruction is about hitting grade-level standards. It is the foundation for learning that is aligned to grade-specific curriculum. Grade-level alignment means students in every class, school, or district are learning the same essential skills and concepts, which ensures equity.
High-quality core instruction uses evidence-based curriculum. The strategies and materials are backed by research and there is ample evidence to demonstrate effectiveness. All core instruction includes explicit teaching with clear modeling and explanation of concepts, skills, and strategies. Every classroom has a mix of learners with different starting points. core instruction focuses on scaffolding and differentiation of learning to provide temporary support to help students access grade-level material.
Intervention is not a repeat of core instruction. Intervention is designed for students struggling with a specific skill gap. It’s targeted, precise, and designed to help close a learning gap. For example, a reading intervention might target decoding or fluency, and a math intervention could focus on number sense or basic operations. By strengthening these foundations, intervention allows students to engage with grade-level content confidently.
Similar to core, the intervention curriculum needs to be evidence-based and include strategies that intensify instruction. This means more opportunities for guided and independent practice, additional multisensory strategies and manipulatives, and repetition, repetition, repetition so the learning “sticks.”
3. All Students vs. Some Students: Who is Being Served?
The most important instruction is core instruction. No level of intervention can compensate for a weak or insufficient core instructional program. Rigorous and robust core instruction ensures every student engages with the same grade-level standards and foundational content. This consistency ensures all students have the opportunity to build the skills and knowledge they need to succeed. core instruction communicates a clear message: We believe all students can achieve at high levels. By delivering rigorous, grade-level content, it challenges every learner to stretch their abilities, fostering growth and confidence. core instruction also acts as a baseline for identifying students who might need additional help.
Intervention isn’t for everyone—and that’s by design! Intervention is about targeting skill deficits that prevent a student from fully engaging with grade-level core instruction. Not all students have these gaps, so intervention focuses on those who need extra support to catch up.
It’s important to understand that intervention is in addition to core, not in place of. It is a key part of a MTSS framework. In a MTSS model:
- Tier 1 (core instruction) is for all students
- Tier 2 and Tier 3 interventions are for some students who require additional help
This tiered approach ensures intervention is responsive and efficient.
4. Perky Pace vs. Intensity: How Pacing Differs
To cover the breadth of grade-level standards, core instruction must keep a steady, perky pace. On the other hand, intervention is at a pace that supports every learner's success. Mastery is the goal of intervention and there is an intense focus on a specific skill. Since intervention is executed in small groups, students can receive immediate, corrective feedback and can truly master the skills they’ve been struggling with.
5. Evidence-Based Curriculum
Evidence-based curriculum is the common ground between core instruction and intervention. The difference is core uses evidence-backed strategies for teaching grade-level content, while intervention applies evidence-based methods specifically tailored to fill learning gaps.
An evidence-based curriculum is grounded in research that shows it helps students to learn effectively. It is designed to support diverse learners across different grades and subjects. These curricula include multiple entry points, allowing teachers to adapt the material based on a student’s starting point. Using an evidence-based curriculum during intervention ensures every minute spent in intervention is impactful and targeted.
I’ll share more about this topic and include concrete examples of both core and intervention during my EDVIEW360 webinar, "Five Essential Strategies for Distinguishing Core Instruction From Intervention.” I hope you'll join me!