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Multi-tiered
Universal classroom instruction should be designed to be as effective as possible for all students, with additional supplemental and intensive instruction/interventions provided as needed, so all students achieve or exceed proficiency. Supplemental and intensive tiers of instruction are based on and aligned with the grade-level standards/benchmarks being addressed in the universal tier.
Tier 1
Tier 1
Use the B.E.S.T. Standards (Foundations, Reading, Communication, Vocabulary, ELA Expectations) in an integrated manner to design classroom-wide instruction that addresses:
Input Processes (receiving information)
Reading
Listening
Integration Processes (making "sense" of the information)
Working Memory
Analyzing (sequencing, organizing, generalizing)
Output Processes (sharing what was learned)
Speaking
Writing
Tier 2 and Tier 3
Tier 2 and Tier 3
Shift the focus of data analysis activities, moving from problem-solving around whole-class (tier 1) data to problem-solving around small-group and individual data.
Increase the frequency of progress monitoring and the amount of academic practice.
Increase the use of explicit and direct instruction.
Model learning strategies with additional student practice.
Incorporate strategies to address self-regulation, academic behaviors, and executive function.
 Increase the individualization of instruction, addressing the needs of smaller groups of students.
Move from analyzing and addressing universal reading comprehension skills (e.g., read, write, speak, listen) to specific language cognitive processes (e.g., phonological, orthographic, semantic, syntactic, discourse).
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