Tier 1: Universal Core Instruction

Within a Multi-Tiered System of Supports (MTSS), Tier 1 instruction provides the base level of learning for all students and creates the conditions for accelerated growth. Universal Core Instruction is the essential set of learning opportunities and support that every student in a school receives. This includes academic subjects, social and emotional learning, and positive behavior supports. Instruction at this level is built to be inclusive and responsive to students’ cultures and languages, aligned to state standards, and flexible enough to meet a range of student needs.

Tier 1 instruction is considered effective when 80% or more of 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 universal core Instruction in a MTSS framework provides a path of learning acceleration for all students.

Jill Dunn

Coordinator of Multi-Tiered System of Supports
Office of Academic Services

507.328.4490 | Email

Defining features of each instructional tiers- see attached link

Tier 1 Instructional Practices

What is it?

How does it look in the classroom?

Reteaching

Revisiting and reinforcing previously taught concepts or skills that students have not fully grasped or mastered.

Providing additional instruction, explanation, or practice opportunities to ensure that students achieve understanding and proficiency in the targeted learning objectives.

Scaffolding

Segmenting learning tasks into smaller blocks and providing temporary instructional aids.

  • Content: Starting with easy and familiar concepts and building to complex concepts

  • Task: Think-aloud modeling to teach metacognitive skills

  • Material: Use of story maps to teach about story elements

Differentiation

Instruction that offers multiple avenues and modes for students to acquire skills and demonstrate their learning.

  • Content: Varying the vocabulary used to prompt students’ engagement in depth of knowledge level 4 questions

  • Process: Students completing assignments at their own pace with structured check-in points

  • Products: Offering students different modes for final exams (e.g., written exam, developing a game, or oral presentation)

  • Learning environment: Structuring different spaces for students to study/read independently

Accommodations

Adaptations that increase access to how students learn and engage the curriculum without altering expectations.

  • Pairing visuals with step-by-step instructions

  • Providing preferential seating

  • Using a classroom microphone so that voices can be projected without straining vocals

Tier 1 Intervention

Instructional programs delivered to the entire class with instruction focused on standards and skills students should have already mastered.

  • Providing a reading comprehension intervention to all students in period 3 of 9th grade English Language Arts.

  • Providing a self-regulation intervention to a 4th grade classroom.