Session 4: Data-Based Instruction Plan:  Implementation of Plan

The bulk of the work for the subsequent sessions will be completed in the participant’s classroom, where each participant will spend time creating small group lesson plans and implementing them with their focus group of students. Each educator will plan eight targeted lessons that will include accommodations (i.e., students on 504 and/or IEP plans, testing accommodations [timing, setting, response, and/or presentation], linguistic accommodations, etc.) for learners where appropriate. Additionally, after every second lesson is taught, the educator will review the students’ products and/or reading performances, as well as conduct a round of progress monitoring, where each student will individually be assessed using a curriculum-based measurement (CBM) tool that directly measures the intended skill(s) that the student is working on in during their small group lesson time. While participants may not obtain a complete picture of students’ progress towards grade level standards and individual goals in such an abbreviated amount of time, they will gain experience in the process of collecting systematic data as they progress monitor each student’s performance, which are critical components found within RTI and/or MTSS models.

 

Materials

Session 4.1: Small Group Instruction & Progress Monitoring

Throughout this and the remaining sessions, educators will meet to discuss, plan, and review the targeted reading lessons specific to the students in each of their focus groups prior lesson implementation within their own classrooms. After lessons one and two are taught, the participant will conduct one round of progress monitoring, where s/he is systematically collecting one data point for each student within the focus group through the use of a reading probe or other reading CBM. After gathering and reviewing both informal and formal assessment data, the educator will decide if the next set of lessons should be altered or if the ones originally identified in the Instructional Methods Timeline (Session 3.3) are appropriate.

Indicators targeted: 4.14 – 4.18; 5.2 – 5.15

Session 4.2:  Small Group Instruction & Progress Monitoring

Throughout this and the remaining sessions, educators will meet to discuss, plan, and review the targeted reading lessons specific to the students in each of their focus groups prior lesson implementation within their own classrooms. After lessons three and four are taught, the participant will conduct a second round of progress monitoring, where s/he systematically collects a second data point for each student within the focus group through the use of the same reading probe or reading CBM. After gathering and reviewing both informal and formal assessment data, the educator will decide if the next set of lessons should be altered or if the ones originally identified in the Instructional Methods Timeline (Session 3.3) are still appropriate.

Indicators targeted: 4.14 – 4.18; 5.2 – 5.15

Session 4.3:  Small Group Instruction & Progress Monitoring

Throughout this session, educators will meet to discuss, plan, and review the targeted reading lessons specific to the students in each of their focus groups prior lesson implementation within their own classrooms. After lessons five and six are taught, the participant will conduct a third round of progress monitoring, where s/he systematically collects a third data point for each student within the focus group through the use of the same reading probe or reading CBM. After gathering and reviewing both informal and formal assessment data, the educator will decide if the final set of lessons should be altered or if the ones originally identified in the Instructional Methods Timeline (Session 3.3) are still appropriate. Depending on the need for lesson alteration or not, the participant will teach the final two lessons (i.e., Lessons Seven and Eight) to the focus group of students.

Indicators targeted: 4.14 – 4.18; 5.2 – 5.15