Tier 1 and Tier 2 Writing Supports: Where It Fits in MTSS

Key Differences Between Tier 1 and Tier 2 Writing Interventions

One of the biggest trends in schools right now is the use of MTSS (Multi-Tiered System of Supports). Teachers hear about it in meetings. Leaders bring it up in professional development. Parents even ask how it works. MTSS is not new, but more districts are leaning on it to guide literacy decisions.

Most conversations focus on reading and math, and writing is often overlooked. That is starting to change. Districts realize that students cannot succeed without strong writing and need a plan for how writing fits into Tier 1 and Tier 2.

We believe this is a current trend for two reasons:

1. Policy pressure. State standards and tests require source-based writing. Schools cannot meet benchmarks without writing instruction at every level.
2. Equity needs. NAEP data show that only about one in four students writes proficiently. Students with disabilities and multilingual learners are especially at risk.

This blog is meant to make the subject feel less overwhelming. We’ll explain how writing fits into MTSS and show how SRSD can help teachers feel confident with Tier 1 and Tier 2 supports.

MTSS in Plain Language

MTSS is a school-wide framework. The goal is to ensure all students get the proper support at the right time. It has three tiers:

• Tier 1: Core instruction for all students. High-quality teaching is what every child receives.
• Tier 2: Targeted small-group support for students who need extra help.
• Tier 3: Intensive, individualized intervention for a few students with significant needs.

Research shows that outcomes improve across subjects when MTSS is applied well (Fuchs & Fuchs, 2017). But writing is often underdeveloped in MTSS plans. Teachers may have a reading scope and sequence, yet little guidance for writing beyond daily assignments.

Note on Tier 3: Intensive Writing Intervention Tier 3 in MTSS is reserved for the few students who need intensive, individualized support. In writing, this often includes students with learning disabilities or significant difficulties who require one-on-one or highly specialized small-group instruction. Interventions at this level are frequent, closely monitored, and tailored to each student’s specific needs. SRSD has a strong evidence base with these learners, showing that explicit strategy instruction paired with self-regulation can make meaningful gains even for students who struggle the most.

Why This Blog Focuses on Tiers 1 and 2 While Tier 3 is essential, this post focuses on Tiers 1 and 2 because these are the levels where most schools are currently building writing supports. Strong Tier 1 instruction ensures all students have access to clear, consistent writing strategies. An effective Tier 2 intervention provides targeted help for those who need more. Together, these tiers prevent many students from slipping through the cracks and reduce the number who require Tier 3. I’ll return to Tier 3 in my next post dedicated to intensive interventions and special education.

Why Writing belongs in Tier 1

Tier 1 is about giving all students strong instruction. Writing needs to be part of this core because it is a skill every student must master.

A Common Paragraph Structure

One way schools strengthen Tier 1 writing is by teaching a shared paragraph structure. For example, students across grades learn how to build a topic sentence, add reasons or evidence, and wrap up with a conclusion. This creates consistency.

When teachers share a structure, students know what is expected from grade to grade. Research shows that explicit instruction in text structure boosts writing outcomes (Graham & Perin, 2007).

PLC Rubrics

Another Tier 1 move is using common rubrics in PLCs (Professional Learning Communities). A shared rubric makes writing expectations clear across classrooms, ensuring that the content being assessed is consistent and fair and allowing for the effective measurement of student progress. It also helps teachers talk about student work using the same language.

For example, a rubric might highlight organization, use of evidence, and clarity. Teachers can then compare notes: “Our fifth graders are strong at topic sentences but weak in supporting details.” This leads to aligned instruction and less guesswork.

SRSD and Tier 1

SRSD fits Tier 1 because it is both explicit and flexible. The strategies (like TREE for opinion writing or TIDE for informative writing) give students a roadmap for paragraphs and essays. The self-regulation tools (goal setting, self-talk, self-monitoring) make writing feel doable.

Meta-analyses confirm that SRSD strongly affects general education classrooms (Graham et al., 2013). It works as a Tier 1 support because it raises the quality of all core writing and reading instruction.

Why Writing belongs in Tier 2

Tier 2 is for students who need more than core instruction. These students are not meeting grade-level expectations and require targeted support.

Small-Group Focus

Tier 2 often occurs in small groups, utilizing additional resources to support targeted instruction. Students might work with a literacy coach, interventionist, or classroom teacher. The goal is to give extra time and scaffolding.

For writing, this might mean:

• Extra modeling of how to plan with a graphic organizer.
• Guided practice writing sentences before paragraphs.
• Close progress monitoring with feedback loops.

Addressing Specific Needs

Some students struggle with sentence construction. Others have ideas but cannot organize them. Research shows that targeted support in sentence combining, strategy instruction, and handwriting/typing fluency can make a difference (Graham, McKeown, Kiuhara, & Harris, 2012).

Tier 2 is the place for this kind of tailored help. The intervention should connect to Tier 1, not replace it.

SRSD and Tier 2

SRSD shines in Tier 2 because it is evidence-based for struggling writers, including students with learning disabilities (Harris et al., 2008). Teachers can slow the pacing, add more modeling, or provide extra graphic organizers.

A study by Saddler (2006) showed that struggling writers who learned SRSD strategies outperformed peers in both composition quality and length. This proves that SRSD is effective in general classrooms and powerful for intervention.

How Tier 1 and Tier 2 Work Together

The strength of MTSS is that the tiers connect. Tier 1 lays the foundation. Tier 2 builds on it with more intensity.

Here’s an example:

• Tier 1: All fourth graders learn TREE for opinion writing. They practice using mentor texts and write essays together.
• Tier 2: A small group of four students who are still struggling meets three times a week. The teacher re-teaches TREE with extra modeling, then guides them through writing one reason at a time.

Because the strategy is the same, students do not feel singled out. They get more practice with the tools they already know. This creates consistency and confidence.

Addressing Teacher Concerns

“We Don’t Have Time.”

Time is always tight, but integration is key. Writing can be embedded into reading lessons, and SRSD strategies fit within existing blocks, so no new time slot is needed.

“Our PLCs Don’t Talk About Writing.”

PLC rubrics can help. The conversation shifts when teachers bring writing samples to the table with a shared rubric. Everyone starts to see patterns and next steps.

“I’m Not Trained in Writing Intervention.”

Many teachers feel underprepared to teach writing. Professional learning is crucial. SRSD training teaches teachers how to model, guide, and scaffold writing. Once they see it in action, they feel more confident supporting Tier 1 and Tier 2.

A Classroom Example

Imagine a middle school that has made writing a school-wide priority within MTSS.

At Tier 1, every teacher, ELA, science, and social studies, uses the same common paragraph structure. In PLCs, teachers use a rubric to review writing samples once a month. Students begin to see writing as consistent across subjects.

At Tier 2, the literacy coach runs a small group for students who scored below the benchmark, utilizing progress monitoring to track their improvements over time. She uses formative assessments alongside SRSD with extra modeling and daily self-monitoring checklists. Over six weeks, students move from writing incomplete responses to producing whole, organized paragraphs.

The result: a school where writing is not an afterthought, but a visible part of the MTSS system.

Conclusion and Call to Action

Writing must be part of MTSS, emphasizing differentiated instruction to meet the diverse needs of all students. Without it, students miss half of literacy. At Tier 1, schools can create consistency with common structures and rubrics. At Tier 2, they can provide targeted, research-based interventions.

The science is clear. As stated above, meta-analyses show that explicit strategy instruction improves writing across the board. Studies confirm that SRSD is one of the most effective interventions for both general and struggling writers (Harris & Graham, 2019).

At SRSD Online, we help schools make this vision real. Our Writing to Learn™ courses give teachers the tools to support Tier 1. Our professional learning shows how to adapt SRSD for Tier 2. With both levels, MTSS becomes a framework where writing is no longer left behind.

---