Tier 1

What is Tier One of MTSS?

Tier 1 (core) includes culturally and linguistically sustaining standard-based and differentiated academic, social and emotional instruction for every student as a necessary foundation for tiered support.

Tier 1 instruction is considered effective when 80% or more of Hastings ISD 200 students across populations demonstrate proficiency on universal screeners and other standards-aligned assessments, and 95% of students across populations maintained grade-level performance from screening period to screening period. Tier 1 Core Instruction in the MnMTSS framework provides a path of learning acceleration for all students.

Tier 1 Evidence-Based Instructional Materials and Programs

Hastings ISD 200 Schools select evidence-based core curriculum instructional materials and ensure training for all staff in the use of these materials. This review process includes authentic collaboration with the students, families, and communities being served. The instructional materials in the table below (or linked) have undergone a sequential review process that ensured evaluation for:

Alignment to Minnesota Academic or Early Learning standards and Social Emotional Learning (SEL) competencies.
Embedded evidence-based instructional strategies.
Culturally and linguistically sustaining.
Inclusion of multiple perspectives and identities.
Recognition of bias in upholding stereotypes.

In order to ensure equitable learning experiences that are guaranteed and viable, Hastings Public School District ISD 200 has articulated a scope and sequence across and within grade levels and content areas. Teaching and learning objectives are based on MN Academic or Early Learning standards and benchmarks and Social Emotional Learning (SEL) competencies. Hastings Secondary Schools have developed an inventory of instructional programs and resources in the Curriculum Review 2024 Shared Google Drive.

Additionally, Hastings Public schools has a Curriculum Review Cycle that is utilized to evaluate, update and program for adoption of curricular resources.

Resource Tool: Research -Based Suggestions for Strengthening Core Instruction

The following table describes research-based adjustments to strengthen core curriculum according to four domains. Documentation of these and other research-based improvements to core instruction will be valuable in matching interventions, comprehensive evaluation, and eligibility determination.

Instruction

Increase opportunities to respond.
Increase feedback both in frequency and specificity
Check level of classroom instruction against student’s instructional level
Pre-teach terms or concepts
Increase direct and explicit instruction as well as opportunities for explicit practice

Curriculum

Check alignment of curriculum with state standards and assessment measures
Check for gaps in curriculum and/or execution of curriculum
Prioritize and pre-teach concepts and terms
Use extensions of core program, supplement, or replace core curriculum; provide additional staff development
Adjust instruction to provide appropriate practice for stage of learning (acquisition, proficiency, maintenance, generalization, adaptation)
Observe or coach staff in implementing core or supplemental features of core curriculum

Environment

Create flexible groups that work on targeted skills size
Increase teacher-led instruction; alter/eliminate distractors in the environment
Establish clear expectations and class routines
Teach organization and study skills
Teach social emotional skills such as problem-solving, cooperating, and peer coaching, reciprocal teaching

Differentiating for Individual Learners

Analyze health history and make accommodations for sensory issues
Adjust instruction based on information from an error analysis
Identify and teach to learning strengths, provide immediate feedback
Reinforce effective effort
Provide homework or extra practice within the instructional level (90% correct without help)

Differentiated Instructional Practices to Support All Learners

For multilingual learners

Use culturally responsive practices
Pre-teach and explicitly teach vocabulary
Provide sentence stems or frames to structure students’ responses
Provide opportunities for students to demonstrate their knowledge in their native language, when appropriate, or by illustrating
Provide opportunities for structured practice
Promote dialogue and collaboration with other learners
Communicate with parents and guardians in their preferred language using Talking Points or Language Line.

For students with ADHD or who have difficulty sustaining attention

Help students develop positive self-esteem
Use sincere, positive praise to reinforce to students that you believe in them
Break down large tasks into smaller steps with specific due dates and check-ins
Consider rewards for meeting small due dates and check-ins
Use a 4 to 1 ratio of positive feedback to corrective feedback
Teach students how to be organized for your class
Allow breaks or time for students to move around

For students who are chronically absent

Use culturally responsive practices
Use trauma-informed practices
Provide a welcoming and safe learning environment
Use a 4 to 1 ratio of positive feedback to corrective feedback
Facilitate community-building activities

For students who struggle with anxiety

Use trauma-informed practices
Provide a welcoming and safe learning environment
Use the strategies listed to the left

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