Strong Universal Level of Support
Within a continuum of support, the universal (tier 1) level is the most important to the success of the system. The universal level is where all learners receive solid and consistent core instruction based on high academic standards and behavioral, emotional, and social expectations. Without a strong universal level on which to build, schools will have difficulty building strong selected (tier 2) and intensive (tier 3) supports that are sustainable over time.
Teaching at the universal level is conducted in an environment that is conducive to learning. Instructional practices are supported and refined through coaching and by reviewing data collaboratively.
Proactively promoting developmental, academic, behavioral, social, and emotional wellness for every learner
A strong universal level of support proactively promotes developmental, academic, behavioral, social, and emotional wellness for every learner. Educators use agreed-upon evidence-based and culturally responsive classroom management, curriculum, instruction, and assessment practices with fidelity (used as intended). This intentional system design can often prevent challenges from developing.
Use an instructional framework at the universal level
The goal of a common, research-based instructional framework used by all staff is to ensure that all learners are receiving the most effective instruction based on their learning needs. All learners are able to participate meaningfully in the general education curriculum in the least restrictive environment.
An instructional framework guides curriculum, teaching practices, assessment, and the learning climate. It combines specific expectations for student learning with effective strategies that guide teaching and assessment.
Key benefits to an instructional framework
An instructional framework will:
Allow for a focus on district goals, state standards, and Wisconsin’s Guiding Principles for Teaching and Learning,
- create coherence around curriculum, instruction, and learner outcomes,
- provide a common language that is shared by staff, and
- provide a foundation for ongoing conversation and collaborative inquiry.
How do you know your system has a strong universal level in place?
- Every learner experiences good first teaching based on high academic and behavioral expectations in an environment conducive to learning
- Educators use agreed-upon evidence-based and culturally responsive classroom management, curriculum, instruction, and assessment practices with fidelity
- Practices are supported and refined through coaching and by reviewing data in collaboration with learners, families, and peers
- Academic, behavioral, social, and emotional wellness are proactively promoted for all
- Meets the needs of at least 80% of learners (both overall and for disaggregated populations)
Resources for this Key System Feature
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PBIS Implementation Blueprint
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Leadership teams use the blueprint to guide action planning around implementation
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Making Connections Between a Multi-Level System of Supports and Universal Design for Learning (UDL)
See the specific connections between the UDL framework and implementing a multi-level system of support.
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The Wisconsin School Mental Health Framework
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Integrating School Mental Health with Positive Behavioral Interventions and Supports (PBIS).
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Mental/Behavioral Health Screening (DPI)
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With an increased focus on supporting student wellness, many schools are interested in screening students for mental and behavioral health concerns as a part of…
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The Interconnected Systems Framework: When School Mental Health is Integrated within a Multi-tiered System of Support
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Explore the connection of equitable, multi-level systems of supports and School Mental Health (SMH) systems to improve educational outcomes for all.
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Social and Emotional Learning (DPI)
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This guide is designed to provide educators and out-of-school-time youth service professionals with the essentials for implementing a comprehensive approach to Social Emotional Learning (SEL).
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Tiered Fidelity Inventory (TFI) Print Copy
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The Tiered Fidelity Inventory (TFI) measures the implementation of a school-wide positive behavior support system across all levels/tiers. Taken by a school leadership team, this…
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Using Early Warning Systems for Middle and High School Universal Screening in Multi-Level Systems of Supports
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Are you struggling with what your screening process should look like at the middle and high school level? Have you considered using existing data to…
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College and Career Readiness Early Warning System (CCREWS)
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The College and Career Readiness Early Warning System (CCREWS) uses student and school data to make predictions about whether or not students in grades 6,…
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Wisconsin’s Framework for Equitable Multi-Level Systems of Supports
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Wisconsin’s Equitable Multi-level Systems of Supports conveys the vision of an integrated system of behavioral, social, emotional, and academic support, includes all educators and all…