Universal Instruction is what all students receive in the form of academic and social emotional instruction and support. Universal Instruction focuses on the implementation of the core curriculum and is aligned to the academic content standards. It is differentiated to ensure that this instruction meets the needs of students.
The expectation is that if the universal tier is implemented with a high degree of integrity by highly trained teachers, then most of the students receiving this instruction will show positive outcomes upon assessment to indicate a level of proficiency that meets minimum benchmarks for performance in the skill area.
Universal Instruction must have content sequenced and paced appropriately in the time available for instruction. Universal instruction needs to be rigorous and challenging to all students. Universal instruction needs
to be relevant and make the connection between
what is being learned and students’ everyday lives.
Quality Components of Universal Instruction
Tier 1 Instruction includes:
Research-based curriculum and materials
Articulation of teaching and learning processes
Differentiated instruction
Standards-based content
First, universal curriculum materials and instructional strategies are research-based for all students.
Second, we expect that teaching and learning objectives are well articulated from one grade to another and within grade levels so that students have highly similar experiences, regardless of their assigned teacher.
Third, we expect that teachers can describe how they differentiate instruction for students on, below, or above grade level, using classroom level data to identify and address the needs of students.
Fourth, we expect that universal reading and math curricula are aligned with the CCSS.
Finally, we expect that schools provide enrichment opportunities for students to exceed benchmark levels and that these opportunities are implemented consistently at all grade levels.
In order to meet all these expectations, teachers need relevant and timely data to inform their instruction, and schools need to be organized in a way that provides ample collaboration time for teacher teams to use this data to inform instructional practices.
Determine the Effectiveness of Tier 1
Universal Instruction is effective when the vast majority of learners are successful WITHOUT additional intervention. If we rely on interventions to bring learners to proficiency, the goal of all learners being successful will never be achieved.
A doable target is 80% proficiency without interventions.
Questions to ask to determine the effectiveness of Tier 1 instruction.
1. Are at least 80% of students meeting expectations at each grade level?
80% = Healthy Universal Tier
Class-wide interventions should be provided if 60% or less of the students are below proficiency.
2. Are at least 95% of students who met expectations in the fall STILL meeting expectations in the spring?
If a student begins the school year at benchmark but does not end the year at benchmark it doesn’t mean that the student LOST skills, it means that they did not grow enough to remain on track. Schools need to examine how many students GROW from below benchmark to at or above and vice versa.
A teaching team uses the BOY proficiency data to determine the focus of their tier 1 instruction and the level of support needed to meet the needs of all students.
Are at least 80% of students meeting expectations at each grade level WITHOUT added interventions?
Is the rate of students identified as having a learning disability at or below the state average?
REMEMBER: do not take external factors into consideration. These are out of our control. Only consider things we can control, within the school environment.
If you want to know if you have effective Tier 1 teaching practices, or are researching on behalf of your school site, this resource gives great information on the barriers to effective Tier 1 and how to address those barriers.
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