Tier 1

HMTSS Tier 1

To provide high-quality research/evidence-based practices in the general education setting.

High-quality practices addressing academic and non-academic (behavior, social and emotional, and physical health) areas for all students.
Generally, meets the needs of 80% to 90% of all students.

High-quality instruction.
Regular, periodic screening to determine if students are progressing as expected.
Research/evidence-based interventions in the classroom.

Team-based, data-driven problem-solving process to identify a continuum of interventions, as needed, to address behavior and academic problems.

Universal screening at the beginning, middle, and end of the academic year to obtain baseline data for ALL students for academics, behavior, and social and emotional health.

Multiple and flexible grouping formats to meet student needs, which may include learning centers and/or peer tutoring.

Comprehensive, quality instruction for ALL students implemented with fidelity
Reading research-based core curriculum which includes:
- elementary - development of phonemic awareness, phonics, fluency, vocabulary, and comprehension skills
- secondary - reading comprehension and vocabulary strategies across the content areas.
Math research-based core curriculum, which includes:
- development of numeracy
- calculation
- fluency, and problem-solving skills.
Writing research-based instruction, which includes:
- development of writing components and writing fluency skills
Instructional practices that are culturally and linguistically responsive
Differentiated instruction and learning activities
Accommodations to ensure all students have access to the instructional program

Explicit instructions of positive school-wide behavioral expectations are explicitly taught.
Positive school-wide behavioral expectations are established and clearly posted in all classrooms and all setting.
Students are acknowledged for demonstrating schoolwide behavioral expectations with a ratio of 6 positives:1 negative

Social and emotional curriculum is systematically and explicitly taught.
Social and emotional lessons are embedded and taught within the school’s curriculum.
Social and emotional learning is integrated with schoolwide practices (e.g., discipline policies, behavior expectations).
Research-based character education programs are incorporated into all grade level curriculum.

Wellness guidelines are carried out.
Physical education and health curricula are taught.
Health screening and requirements are followed (e.g., tuberculosis vaccinations, seventh-grade physical examinations).

On-going communication and involvement between school and family on schoolwide expectations regarding academics, behavior, social and emotional, and physical health.

Personnel who provide direct instruction need to be highly qualified. (e.g., classroom teacher, counselors, reading specialists, support staff).
Classroom teachers are designated as primary implementers.

Ongoing targeted professional development will be provided to equip teachers with the necessary tools and skills to ensure that every student receives quality instruction.

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