Effective Universal Instruction: An Action-Oriented Approach to Improving Tier 1 (The Guilford Practical Intervention in the Schools Series)

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Product Description

Author: Gibbons Kimberly

Brand: The Guilford Press

Edition: Illustrated

Format: Illustrated

Number Of Pages: 220

Details: Excerpt. © Reprinted by permission. All rights reserved.

Effective Universal Instruction

An Action-Oriented Approach to Improving Tier 1
By Kimberly Gibbons, Sarah Brown, Bradley C. Niebling The Guilford PressCopyright © 2019 The Guilford Press
All rights reserved.
ISBN: 978-1-4625-3683-2

1. Introduction, 1,
2. Learning Targets, 19,
3. Universal Tier Assessments, 37,
4. Determining the Effectiveness of Universal Instruction, 71,
5. Identifying Barriers to Effective Universal Tier Implementation, 88,
6. Action Planning to Address Barriers to Universal Tier Instruction, 118,
7. Implementing Universal Tier Improvements, 143,
8. Evaluating Core Improvement Efforts, 168,
9. Continuing the Journey, 186,
References, 207,
Index, 213,


Sweeping changes have occurred in the last 15 years in the area of accountability and educational reform. Educators in the 21st century have been charged with ensuring high levels of learning for all students (DuFour, 2004), and progress toward this goal is now measured and publicly reported in the form of statewide accountability tests. Countless debates have occurred and numerous “reform initiatives” have been studied to try to discover the best way to improve our public education system. In an attempt to respond to the charge of improving outcomes for all learners, our nation’s schools have been subjected to a constant stream of new programs, initiatives, and frameworks to solve the problem, with little success. Results from the 2017 National Assessment of Educational Progress (NAEP; National Center for Education Statistics, 2017) indicate a continued need to accelerate student growth in both reading and math. In the area of reading, 35% of fourth graders and 35% of eighth graders were “proficient” or “advanced” in reading. Results from the 2017 NAEP in the area of math indicated that 40% of fourth graders and 33% of eighth graders were “proficient” or “advanced” in math. Additionally, achievement gaps continue to persist between racial and ethnic groups.
According to Kastberg, Chan, and Murray (2016), results from the 2015 Program for International Student Assessment (PISA) indicate that the average scores of U.S. 15-yearolds in reading literacy were lower than the averages in 14 educational systems, higher than in 43, and not measurably different than in 12 educational systems and the OECD average. In math literacy, the U.S. average was lower than more than half of the other education systems (36 of 69) as well as the OECD average, higher than 28 education systems, and not measurably different than 5.
Finally, significant gaps in academic performance exist between the general school population and subgroups of students, such as those with disabilities, members of minority groups, and children living in poverty.
The response-to-intervention (RTI) or multi-tiered systems of supports (MTSS) framework has quickly emerged as a methodology for improving outcomes for all students through high-quality instruction tailored to student needs within a data-based decision-making model. In fact, a recent national survey of K–12 administrators indicated that 61% of respondents are either in full implementation or in the process of districtwide implementation of an RTI/MTSS framework, up from 24% in 2007 (Spectrum K–12 School Solutions, 2010). Although it is promising that so many school districts around the country are beginning to implement the RTI/MTSS framework, we have observed that many districts implementing this framework immediately try to intervene and provide supplemental services and supports to all students who are not meeting grade-level expectations (e.g., Tier 2 and Tier 3 services). While we agree it is a natural tendency to focus on helping students who are at risk, we believe that a critical first step is to evaluate the effectiveness of the universal tier (e.g., Tier 1, core instruction). Most school districts in this country do not have the resources to int

Release Date: 04-12-2018

Package Dimensions: 12x265x493

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