What is Tier 1 Enrichment and Support?

    Tier 1 - Core Instruction

    Students who are meeting or exceeding standards may require enrichment beyond the core to demonstrate academic growth. It is the school’s responsibility to ensure that all students make academic progress regardless of their entry-level.  The Branching Minds Support Library contains learning activities that may be used as early as Tier 1, as teachers design differentiated instruction for individual or small groups of students. Below are some examples from the Branching Minds Support Library:

    Student Engagement: Why It’s Important and How To Promote It

    SEL and Behavior, Tier 1 - Core Instruction, Reflective Teaching

    As we move into the final stretch of one of the most challenging school years in our history, teachers and students might be noticing a decline in stamina. No matter the learning context (remote, in-person, or hybrid) keeping students engaged in learning at this point in the year is a common challenge. Although numerous teaching obstacles remain, there are several small but significant things that schools and teachers can do to boost and maintain student engagement.

    Below we take a deeper dive into what student engagement really is and why it is so important. Then we discuss some practical approaches for keeping students interested and involved in lessons, activities, and discussions. 

    Top 10 High-Leverage Math Strategies Used in 2020

    Tier 1 - Core Instruction, Interventions and Learning Supports' Strategies

    When it comes to improving students’ understanding of math skills and concepts, it is essential for them to feel a sense of efficacy, motivation, and engagement with the material. One way to ensure this is by implementing methods that not only help students solve the problem in front of them but also develop cognitive skills to solve more difficult and complex problems independently. 

    Understanding Tier Patterns and Movement in MTSS

    Tier 1 - Core Instruction, Tier 2, Tier 3

    Tiering is an integral part of any Multi-Tiered System of Support (MTSS) framework. Not only does it help educators identify which students require additional support, but it also provides insight into the health of a district or school’s MTSS practice. When district and school leaders have visibility into the proportion of students at each tier level and how students are moving across tier levels, they can identify gaps in support and develop strategies to strengthen their intervention approaches. 

    What Do the Tiers Mean in Response to Intervention (RTI) / Multi-Tiered System of Supports (MTSS)?

    Tier 1 - Core Instruction, Tier 2, Tier 3

    A three-tiered system of service delivery is a necessary structure to efficiently and effectively support all children, not just those who struggle in school. The three-tiered system of service delivery is crucial in the attempt to ensure all students achieve at high levels and all students achieve college and career readiness. 

    What Do the Tiers Mean In Response to Intervention (RTI) / Multi-Tiered System of Supports (MTSS)?

    Tier 1 - Core Instruction, Tier 2, Tier 3

    A three-tiered system of service delivery is a necessary structure to efficiently and effectively support all children, not just those who struggle in school. The three-tiered system of service delivery is crucial in the attempt to ensure all students achieve at high levels and all students achieve college and career readiness. 

    What Is Tier 1 in Response to Intervention (RTI) / Multi-Tiered System of Supports (MTSS)?

    Tier 1 - Core Instruction

    At Tier 1, all students receive scientific, research-based core instruction implemented with integrity and emphasizing grade-level standards and school-wide behavioral expectations. Instruction at Tier 1 should be explicit, differentiated and include flexible grouping and active student engagement. To ensure 80% of students’ needs are met at Tier 1, high quality instruction is essential. Features of high quality, research-based instruction include (Chard et al., 2008):