UFORA- Instruction and Support

Systematic instruction

Teaching skills in a planned, cumulative sequence.

Scaffolding

Temporary instructional support gradually removed as competence grows.

Gradual release of responsibility

Teaching sequence moving from teacher modeling to shared practice to independent use.

Differentiation

Adjusting instruction based on students' readiness, needs, or learning profiles.

Flexible grouping

Changing student groups based on current assessment evidence and instructional goals.

Individualized instruction

Instruction tailored to a particular student's assessed needs.

Personalization

Learning that incorporates student interests, goals, or choices.

Accommodation

Change to access or demonstration of learning without changing the target standard.

Modification

Change to what a student is expected to learn or demonstrate.

Multi-Tiered System of Supports (MTSS)

Schoolwide framework of increasingly targeted instruction and intervention guided by data.

Tier 1 instruction

Core evidence-based instruction provided to all students.

Tier 2 intervention

Additional targeted support for students needing more than core instruction.

Tier 3 intervention

Intensive individualized support for students with substantial persistent needs.

Intervention

Planned instruction targeting a specific learning difficulty.

Evidence-based instruction

Instruction supported by credible research evidence.

Curriculum compacting

Reducing repetition of already mastered content so students can pursue advanced work.

Enrichment

Activities that deepen or broaden learning beyond core expectations.

Acceleration

Moving through content at a faster pace or earlier level based on readiness.

English language learner (ELL)

Student developing English proficiency while learning academic content.

Translanguaging

Purposeful use of a multilingual learner's full language resources for communication and learning.

Total Physical Response (TPR)

Language instruction connecting spoken words or commands with physical actions.

SIOP

Sheltered Instruction Observation Protocol; framework for planning and observing instruction supporting multilingual learners.

Reading disability

Persistent difficulty in one or more reading processes that requires targeted assessment and instruction.

Phonological processing deficit

Difficulty processing speech sounds that can interfere with decoding and spelling.

Orthographic processing deficit

Difficulty recognizing, storing, or recalling written spelling patterns.

Specific comprehension deficit

Difficulty understanding text despite relatively adequate word reading.

Reading motivation

Willingness and interest in engaging with reading tasks.