4th grade Instructional Guide

Canyons School District ​​

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Instructional Supports Department

●​ Provide ample guided practice opportunities for students to acquire the skill while being observed for immediate feedback and error correction (we do). Repeat, repeat, repeat. ●​ Provide frequent Opportunities to Respond (OTR): ●​ Group/Unison Responses: Aim for 3–5 responses per minute using choral responses, gestures, or response cards (MacSuga-Gage & Simonsen, 2015; Simonsen & Myers, 2015). ●​ Individual/Partner Responses: Aim for at least 1 response per minute using partner sharing or written answers (MacSuga-Gage & Simonsen, 2015; Simonsen & Myers, 2015). ●​ Allow partner and independent work time for students to practice the skill with close observation and feedback (y’all do and you do) Step 5 Monitor Progress: Continual progress monitoring and communication aligned to the skill of focus during intervention is essential to inform instruction and next steps for students. ●​ Determine a communication plan between all people delivering intervention for students in all groups (1-4). ○​ Communication is focused on student skill progress and how that information informs the teacher's Tier I instruction. ●​ Progress monitor the instructional skill that is the focus of the intervention. ○​ 95 PLL materials, including the PM on words, phrases, sentences, and passages. Data Recording Sheet Link, PA Data Collector, PLL Data Collector ○​ 95 PLL end of skill assessments ○​ Any evidence of learning completed independently and focused on the skill: word sorts, word chains, phoneme-grapheme mapping, etc. ○​ Acadience probes that align to the targeted skill outlined on the hierarchy of skills ●​ Use the data to determine next steps for groups of students. Step 6 Track Data: As the intervention is delivered, data must be collected on student progress toward that target, and toward daily objectives and growth. Data can be: ●​ The progress monitoring used from the list outlined in step 5 ●​ Data that compares the students in the small group with individual student progress (Use data trackers from above) Step 7 Adjust Grouping: Grouping should be flexible as students gain skills and respond to the intervention. The 95% Group recommends about a 15-day instructional cycle on a targeted skill. This ensures students are not in intervention longer than necessary. After an intervention cycle, regrouping decisions should be made with all intervention providers. ●​ Students not responding to intervention need intensified instruction, which

could include any of the following: ○​ Teacher and student conference ○​ Adjust frequency ○​ Extend guided practice ○​ Scaffold during Tier 1

○​ An instructional coach can support with identifying the next best step ●​ Students responding to intervention demonstrate skill proficiency and apply the skill while reading. Students can be reassigned into any group (1-4) at any time based on their skill development and progress.

Updated 9.22.26