Module4E Comp Guide v3

MO D U L E 4E
Comprehensive
Facilitator Guide VERSION 3.0
Using Assessment
Assessment Dat
Data to
to Inf
Inform Instruction
Instruction
Module 4E: Using Assessment Data to Inform Instruction
Notes for Presenters
These facilitator guides have been prepared for comprehensive in-person training sessions. They are based on the
content from the Canvas Reading Academy modules. An estimated period of time for presenting is assigned to
each chapter of the module to allow Cohort Leaders to differentiate the delivery of the content to meet the needs
of their participants. This will allow you the flexibility to decide which topics you want to prioritize and spend more
or less time on, based on your participants’ needs.
It is important for you to thoughtfully plan in advance of your PD session, especially planning for the timing of each
activity within a chapter. We strongly urge you to adhere to the total amount of time assigned to each chapter to
maintain adequate pacing and to maintain fidelity to the content of the entire module.
Presentation Guidelines
The pages selected for the Comprehensive Guide are high leverage pages that are aligned with the chapter
objectives and the big ideas of the module. In addition, this icon ( ) indicates the talking points that address
information that will be found in CfU and posttest items. It is essential that you provide this information to your
participants to assure their success on these assessments. The same icon is used in the Presentation course to
indicate the important information for CfU and posttest items.
Presenters will project their Canvas Presentation course on a large screen for all participants to both view and interact
with the content as a whole group. Learners should log into the module via their own computers to have the content
readily available as required. During presentations, presenters should ask learners to partially close the screens of their
computers (at a 45-degree angle) to avoid distractions while the Cohort Leader is presenting. Learners may be asked to
complete certain activities independently, and you should ask learners to bring earbuds or headphones for this purpose.
Presenters are encouraged to establish and adhere to group norms to ensure that all learners stay engaged in the
content of the presentation. Norms may include
• on-time arrival and readiness to learn;
• participation in all reflections and group discussions;
• completion of Canvas assignments when directed;
• partial closure of your computer screen (at a 45-degree angle) while the content is being presented;
• restricting cell phone use and side-bar conversations to break times; and
• utilizing the best use of our learning time together.
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All participants are required to complete pre- and posttests and graded Checks for Understanding (CfUs) via
their own computers in the Canvas system during the live session. Canvas keeps track of learner progress and
participation through each person’s individual login credentials for the pre- and posttests and graded CfUs.
Pre- and posttests have been allotted time in the training agenda. It is crucial to provide participants with sufficient
time to complete these tests. All required Canvas interactions must be completed by the end of the session for at
least 95% of the learners. Discussion posts and reflections are not required to be completed in the Canvas system
because they will be held live during the in-person sessions.
Learners will have access to all pages and the complete content of the modules. All other Canvas pages are
optional for the learners to complete on their own time outside of the in-person session. These pages may be used
during office hours or to address learner’s misunderstandings.
Participant Notebook Pages

It is recommended that participants use a printed copy of the Participant Notebook located at the beginning of
the module. While the notebook is not a requirement for completion of the session, it will provide participants
with a place to document and reflect on their learning throughout the session. There will be opportunities for
participants to engage with the content and develop a plan for classroom implementation in their Notebook.
Specific Participant Notebook pages are not referenced in the Session Plan below. Instead, you can match the
Canvas page title to the corresponding page in the Participant Notebook using the notebook’s Table of Contents.
In the Learner Materials Section, you will see additional Canvas Handouts pages that are referenced during the in-
person training session. These pages should be printed prior to the session so that learners may interact with the
content on these pages during the session.
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Facilitator Preparation
• 4E-1.26 Prepare discussion questions for learners to respond to in small groups (on charts, whiteboards, or
index cards).
• 4E-2.2 If you choose the interactive option for the Screening Matching Activity, prior to the session, print
and cut enough materials for each table group. Materials can be found in the Appendix on pages 86-87.
• 4E-3.18 Download and print the appropriate number of copies for your cohort group: Using Assessment
Data Checklist (English) or Using Assessment Data Checklist (Bilingual Spanish/ English).
• 4E-3.18 Prepare sets of questions on charts to post around the room for Chalk Talk activity (one question
per chart, displayed in sets of 3).
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Session Length: 6 hours
OVERVIEW
Teachers who understand the “why” and “how” of reading and writing are more important than ever.
Understanding the ways to assess reading and writing is equally important and demands that teachers understand
the development of reading and writing skills, factors that influence reading and writing development, and how to
assess students to guide instruction. Teachers also need to consider the language and literacy factors influencing
the learning of each student to help select, administer, and interpret the most appropriate assessments. There is
no one-size-fits-all assessment.
This module supports your understanding of high-quality assessment practices that align with the science of
teaching reading, so you can make informed decisions about how to support all students’ literacy development. To
support your decision-making, this module addresses key assessment topics and terminology, the purpose and use
of assessment tools, and the use of data to inform instruction. This module ensures that you have the knowledge
and skills to implement evidence-based, high-quality assessment practices that will guide your instruction and
support student learning. Additionally, the subsequent modules will extend and provide specific examples of the
Assessment-Instructional Cycle for each area of literacy development, and use the assessment-instructional icon to
make a clear connection back to Module 4.
MODULE OBJECTIVES
After completing this module, you will have mastered these objectives:
Chapter 1
Identify key assessment concepts and terminology.
Chapter 2
Analyze the purpose, characteristics, uses, and limitations of various literacy-assessment tools.
Chapter 3
Use the Assessment-Instructional Cycle to inform instructional decisions.
Chapter 4
Identify characteristics and instructional supports for diverse learners.
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BIG IDEAS
• Assessment can be formative or summative and formal or informal.
• Teachers must be knowledgeable about assessment to make informed decisions to promote students’
literacy development.
• A comprehensive collection of data paints a rich picture of students’ strengths and needs.
• The Assessment-Instructional Cycle is an iterative cycle, beginning with assessment, moving back and forth
continuously.
• Collaboration among building professionals is essential in planning assessments and using assessments to
plan instruction.
• Assessments identify needs, but also identify strengths, and teachers want to build on student strengths as
teachers address student needs.
ESTIMATED COMPLETION TIME

The projected completion time for this module is six (6) hours. Please note that completion time may vary by
the learner.
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LEARNER MATERIALS
Canvas Handouts
• Handout: RTI Progress Monitoring
• Handout: Profiles of a Reader
• Handout: Text File of More About Interpreting Student Data
• Handout: Assessment Data Checklist (English)
• Handout: Assessment Data Checklist (Bilingual Spanish/English)
• Handout: Instructional Grouping Walkthrough Tool
• Handout: Scaffolded Practice Walkthrough Tool
• Handouts: Instructional Reading Walkthrough Guidelines (Kindergarten–Fifth Grade)
• Handout: Text file for Recommendations for Supporting Readers
Additional Handouts: (found in Appendix):

• Assessment Categories and Terminology Recording Sheet
• Screening Matching Activity
• Match Assessments Tools with Scenarios Answer Key
• Collecting Literacy and Language Data
• Tiered Supports for Student Populations
Additional Materials
• Chart Paper
• Markers
• Sticky Notes at tables for participant use
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Agenda
AGENDA ITEM MINUTES NOTES
Introduction,
Welcome participants, review the module objectives and the
Objectives, 5 minutes
module agenda.
and Agenda
Pretest 15 minutes Provide participants with 15 minutes to complete their pretest.
CHAPTER OBJECTIVE
• Identify key assessment concepts and terminology.
CHAPTER BIG IDEAS
Chapter 1:
• Assessment can be formative or summative and formal or
Fundamentals of Data 58 minutes
informal.
and Assessment
• The Assessment-Instructional Cycle is an iterative cycle,
beginning with assessment, moving back and forth
continuously.
CHAPTER OBJECTIVE
• Analyze the purpose, characteristics, uses, and limitations of
various literacy-assessment tools.
Chapter 2: CHAPTER BIG IDEAS
Literacy • Teachers must be knowledgeable about assessment to
Assessment 51 minutes make informed decisions to promote students’ literacy
Tools and development.
Procedures • Assessments identify needs, but also identify strengths, and
teachers want to build on student strengths as teachers
address student needs.
•
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AGENDA ITEM MINUTES NOTES
CHAPTER OBJECTIVE
• Use the Assessment-Instructional Cycle to inform instructional
decisions.
Chapter 3: CHAPTER BIG IDEAS
The Assessment- 42 minutes • A comprehensive collection of data paints a rich picture of
Instructional Cycle students’ strengths and needs.
• The Assessment-Instructional Cycle is an iterative cycle,
beginning with assessment, moving back and forth
continuously.
CHAPTER OBJECTIVE
• Identify characteristics and instructional supports for diverse
learners.
CHAPTER BIG IDEAS
• A comprehensive collection of data paints a rich picture of
Chapter 4: students’ strengths and needs.
169 minutes
Tiered Supports • Collaboration among building professionals is essential
in planning assessments and using assessments to plan
instruction.
• Assessments identify needs, but also identify strengths, and
teachers want to build on student strengths as teachers
address student needs.
Close the session by reviewing the module’s objectives and big

Closing 5 minutes ideas. Provide directions to the remainder of the day and/or the
following day, if applicable.
Posttest & Provide participants with 15 minutes to complete their posttest

15 minutes
Evaluation Survey and evaluation survey.
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Session Plan
The time allotted for introducing Module 4E and the pretest is 20 minutes.
LEARNER
CANVAS PAGE TALKING POINTS
MATERIALS
Welcome participants. Introduce Module 4: Using

Module 4E: Using Assessment Data to Inform Instruction.
N/A
Assessment Data to
Inform Instruction Share the module objectives.
“This module also covers ways to support students in

special populations, such as multilingual learners and
students with dyslexia.”
Module 4E:
“Remember from previous learning, research says that
Assessment
N/A with effective instruction, 95% of students will learn how
Considerations
to read. This figure is representative of ALL students.”
for Special Populations
“In order for all students to succeed, students must have
access to the assessments and targeted instruction
appropriate in the moment without sacrificing rigor.”
K5 Module 4E:
Using Assessment Data
Electronic Device Direct participants to complete the pretest.
to Inform Instruction
Pretest
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Chapter 1: Fundamentals of Data and Assessment
The time allotted for Chapter 1 is 58 minutes.
LEARNER
MATERIALS
Introduce Chapter 1: Fundamentals of Data and Assessment.

Module 4E: Chapter
“In this chapter, we will identify key assessment concepts
1: Fundamentals of N/A
and terminology.”
Data and Assessment-
Overview Share the chapter objective.
“As educators, we routinely use a variety of assessments

to determine student knowledge and skills.”
“As you may recall, the Simple View of Reading explains

how children acquire reading skills. This model,
along with Ehri’s Stages of Reading, support your
understanding of the components of language that
facilitate reading comprehension and the progression of
4E-1.1 Participant reading skills along a continuum.”
Linking the STR to Notebook
Data, Assessment, and “Reflect on the assessments you use in your classroom.”
Instruction
Give participants 2 minutes to evaluate their knowledge
about assessments on the corresponding page of their
participant notebook.
Give participants 1 minute to discuss with a table partner

"what" they would like to learn or have “learned”
about assessments.
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LEARNER
MATERIALS
“Too often when we hear the word ‘assessment,’ we

think of the big test that is given to all students on the
same day.”
“Effective assessment is more comprehensive than a

single end-of-year test.”
“When we thoroughly assess a student’s literacy

4E-1.2 processes—their reading, writing, speaking, and
Literacy Assessment: N/A listening—we create a rich picture of a student’s
The Big Picture strengths and instructional needs. That picture can guide
our instructional decisions.”
“The scientific teaching of reading not only involves an

approach to assessment that acknowledges cultural,
linguistic, and social-emotional influences but also
focuses on literacy (e.g., phonological awareness, fluency,
spelling, etc.).”
“The literacy assessment process contributes to students’

literacy progress in important ways, but students can also
receive negative messages that influence their identities
and their confidence for many years.”
“In a healthy literacy community, like those you learned

4E-1.3 about in Module 3, teachers use the assessment process
Discovering Students’ in ways that focus first on students’ assets—their literacy
N/A
Strengths through strengths. Then, teachers help students develop pride in
Assessment those strengths and build on them as they work toward
their instructional targets. In Module 3, we called this
approach to assessment ‘appreciative inquiry.’ Teachers
with knowledge in the science of teaching reading
appreciate their students’ literacy assets as they also
work to help them make progress.”
CfU and Posttest Information
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LEARNER
MATERIALS
“Assessment, including screening, diagnostic assessment,

and progress monitoring, provides you with critical
data to help you understand a child’s literacy and
language development.”
“Analysis and interpretation of this assessment data

support the planning process and implementation of
Video: effective instruction.”
Using Assessment
4E-1.4 Data to Inform “The Assessment-Instructional Cycle provides meaningful
Introduction to the Instruction feedback about a student’s skill level.”
Assessment-Instructional (0:59)
“Join me as we watch a video detailing each stage of
Cycle Participant the Assessment-Instructional Cycle. You may choose to
Notebook take notes in your participant notebook as you watch the
video.”
Play the video.
Give participants 30 seconds to share with a partner one

area of the Assessment-Instructional Cycle they feel strong
in and one area they see as a target area for growth.
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LEARNER
MATERIALS
“Assessment is only valuable if you use it thoughtfully

and intentionally.”
“Data needs to accurately reflect and describe a student’s

strengths, skill development, and areas of growth.”
“We must also collect data from multiple sources.

Multiple sources can help uncover patterns. Educators
make sense of the patterns, inferring what particular
Participant patterns in the data might mean for individual students’
4E-1.5 Notebook development or for group trends. These interpretations
Using Data
can deepen their understanding of students’ reading
to Inform Instruction
Electronic Device and writing development and improve their
instructional decisions.”
Direct participants to Canvas page 4E-1.5 to download and

save the Teacher Tool: What Kinds of Data Can Inform Your
Instructional Decisions? for future reference.
To extend learning, you may choose to have participants

answer the reflection questions on the corresponding
pages of their Participant Notebook.
“The literacy-assessment process is complex.

Administrators and teachers have identified a number
of categories to help clarify their communication about
the assessment process and how it informs instructional
4E-1.6 Participant decisions in classrooms, as well as larger programmatic
Making Sense of Data: Notebook decisions.”
Assessment Terminology
Recommend that participants use their Participant
Notebook to take notes as you discuss assessment types in
Chapter 1. It is important to understand what assessments
look like for each of the categories listed.
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LEARNER
MATERIALS
“To plan instruction for our diverse classrooms, we

need to gather informal and formal assessment data that
builds a rich literacy profile for each student. Informal
4E-1.7 assessments are conducted during classroom interactions,
Developing a Literacy Participant such as observations of student discussions and
Profile Through Notebook completed work. Formal assessments are standardized
Formal and Informal Electronic Device and systematic, such as unit tests and progress-
Assessments monitoring.”
If time allows, direct participants to click the plus icons

to expand the types of information found in a robust,
comprehensive literacy profile and jot notes.
v3.0 15
LEARNER
MATERIALS
“We will now engage in an interactive study

Participants will advance on various assessment categories and assessment
through the slides as terminology.”
needed in order to
research their chosen “In a moment, I will help you form breakout groups
topic and create an of 10 people. You will then partner up with someone
anchor chart. within your group to research one of the following
assessment topics:
4E-1.8 Formative and • Formative & Summative
Summative Assessments • Criterion & Norm-Referenced
(Displayed) • Quantitative & Qualitative
Chart Paper • Statistical Terminology
4E-1.9 Examples of • Reliable-Valid-Equity.”
Markers
Formative Assessment
Electronic Device “You and your partner will be responsible for creating an
4E-1.10 Criterion- anchor chart over your topic of study to present to your
Referenced and Norm- Handout: original group of ten.”
Referenced Assessments Assessment
Categories and “The handout titled Assessment Categories and
Terminology Terminology provides a space for you to take notes while
4E-1.11 Criterion-
(found in the members of your group are sharing their presentation.
Referenced Literacy
Appendix on Keep in mind that all assessment categories may be
Assessments
pages 83-85) referenced and assessed on your post assessment.”
4E-1.12 Norm-Referenced Participant Participants will advance through the slides as needed
Literacy Assessments Notebook in order to research their chosen topic and create an
anchor chart. Encourage participants to use their handout
4E-1.13 In Action: Norm- or their participant notebook to record notes and
Referenced Assessments document learning.
4E-1.14 Qualitative Data Group participants. To form groups of 10: Have

participants count off by 6. All 1s form a group of 10, all 2s
4E-1.15 Opportunities to form a group of 10, etc. Adjust groups so all groups have 9
Collect Qualitative Data or 10 people. (If needed, partners or groups of 3 may work
4E-1.16 Collecting Data on 2 topics.)
Aligned with the ELPS Groups of 10 then break into subgroups to work together
on one of the five provided topics.
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LEARNER
MATERIALS
Continued from the Continued from the previous page.

previous page.
Provide subgroups with 15 minutes to research and craft
4E-1.17 Quantitative Data their anchor chart.
4E-1.19 Statistical The remaining 15 minutes should be used for group

Terminology presentations.
4E-1.20 Applying Remind participants that the handout Assessment Types

Statistical Terminology to and Terminology provides Canvas pages for reference and
Instructional Decisions a space for them to take notes.
4E-1.21 Thinking Critically PROTOCOL

About Assessment Tools
TIME ACTION
4E-1.22 Ensuring
Reliability and Validity 2 minutes Read the provided directives.
Form groups.
4E-1.23 Equity
15 minutes Individual subgroups should use this
4E-1.24 Assessment time to research their chosen topic and
Considerations for craft their anchor chart.
Emergent Bilingual
Students 15 minutes Subgroups will present their topic and
anchor chart to the collective group
of 10. Participants may choose to use
the provided handout for note-taking
while groups present.
Each group has 3 minutes allotted for

their presentation. (3 X 5 = 15)
32 minutes Total
As each group finishes their presentations, collect their

anchor charts. Post charts around the room by topic—all
Quantitative & Qualitative charts together, all Formative &
Summative charts together, etc. Participants may browse
through charts & take photos during a break or at the end
of the session.
v3.0 17
LEARNER
MATERIALS
“In this chapter, you reviewed the key purposes and

characteristics of different types of reading assessments
(e.g., formative, summative, criterion, and norm-
referenced) and key assessment concepts (e.g., validity,
reliability, and equity in testing).”
Write the following questions on chart paper or a
whiteboard for learners to refer to as they discuss in a
small group.
• Why is it important to collect and use data from
various reading assessments?
• How can you use student reading data to inform
your own instructional practices?
After a few minutes of discussion add this question to the
Chart Paper chart paper or whiteboard.
4E-1.26
• What assessment practices do you use in your
Discussion: Literacy- Participant
Assessment Process classroom, on your campus, and in your district
Notebook
to support both language acquisition and literacy
development of multilingual learners?
Give participants up to 5 minutes to discuss the questions
with their table group.
LISTEN FOR
• It’s important to collect and use data from various
reading assessments because this practice will
help us build rich literacy profiles. These profiles
drive the Assessment Instructional Cycle, informing
teachers’ practices. It’s important to maintain an
assessment’s validity, reliability, and equity in testing
because we want to collect high-quality data that
accurately reflects a student’s strengths and needs.
An assessment tool that is not valid, reliable, or
inequitable can lead to poor outcomes.
v3.0 18
LEARNER
MATERIALS
Continued from the previous page.
Ask 1 volunteer to share with the whole group their

group’s thoughts about the first question, another
volunteer to share what their group talked about for the
second question, and a third volunteer to share their
thoughts about the third question. Provide 2 minutes
for sharing.
You may use the guidance on the following page to support

your learners.
v3.0 19
Discussion Title: Literacy‐Assessment Process
Prompt
In this chapter, you reviewed the key purposes and characteristics of different types of reading assessments (e.g.,
formative, summative, criterion, and norm‐referenced) and key assessment concepts (e.g., validity, reliability,
equity in testing).
• Why is it important to collect and use data from various reading assessments throughout the year?
• How can you use student reading data to inform your own instructional practices?
Grading: Moderate, respond, and give credit.
Canvas Connection: 4E‐1.26 Discussion: Literacy‐Assessment Process
Big Ideas
Potential Misconceptions
If learners have a difficult time understanding instructional recommendations based on student need, they may be
• confused on the functions of various reading assessments; or
• misunderstanding what makes an assessment valid, reliable, or equitable.
Redirection
Learners may need additional coaching if their responses
• depends too heavily on a particular assessment type;
• include only a basic interpretation of data, without considering the validity, reliability, or equitability of the
assessment.
Coaching Stems
If learners are unable to describe how they support students, you may ask them the following questions:
• What assessments do you use with your students?
• What are the implications of using only one set of data from one source?
• What other tools could you use to gather literacy information about your students?
v3.0 20
Additional Resources
Learners who were unable to demonstrate mastery of this discussion may benefit from reviewing these canvas pages:
• 4E‐1.22 Ensuring Reliability and Validity
• 4E‐1.23 Equity
• 4E‐1.24 Assessment Considerations for Emergent Bilinguals
• 4E‐1.25 Considerations for High‐Stakes Testing
v3.0 21
Chapter 2: Literacy Assessment Tools and Procedures
LEARNER
MATERIALS
Module 4E: Chapter 2 - Introduce Chapter 2: Literacy Assessment Tools and

Literacy Assessment Tools N/A Procedures.
and Procedures-Overview Share the chapter objective.
“Let’s begin Chapter 2 by considering the assessment

tools we use throughout the year.”
Video: As teachers, we are continually collecting, analyzing, and

Assessment interpreting data to adapt instruction accordingly. The
Tools We Use assessment process and tools introduced in this next
4E-2.1 Throughout video support formal assessment and will help you
Assessment Tools We Use the Year understand the progression of assessments throughout
Throughout the Year (0:56) the school year.”
Participant Play the video. Encourage participants to take

Notebook notes using the corresponding page in their Participant
Notebook.
“We will learn more about each assessment in more

detail as we navigate the chapter content.”
v3.0 22
LEARNER
MATERIALS
“A reading screening is a quick assessment to predict

if students are at risk for reading difficulties.”
Electronic Device
“After this activity, you should be able to define ‘reading
Optional Handout: screener’ and describe how screeners are used.”
4E-2.2 Screening
SCREENING ACTIVITY (select one activity)
Screening Matching Activity
• Independent—you may choose to have participants
(found in the
independently review the drop-down menu from
Appendix on
Canvas page 4E-2.2, or
pages 86-87)
• Interactive—as a table group or with a partner,
participants complete the matching activity from
Appendix pages 86-87.
v3.0 23
LEARNER
MATERIALS
“In this chapter, the term diagnostic assessment does not

refer to the diagnosis of a disability.”
“Diagnostic assessments yield more detailed

information than screeners, as they evaluate students’
reading knowledge and skills. They help teachers plan
instruction and identify strengths and difficulties.”
“Diagnostic assessments take more time to administer

but provide additional information about specific
components of reading and writing performance.”
“Data gained from diagnostic assessments can be used to

Videos: plan whole-class, small-group, and individual instruction.”
4E-2.5 TPRI Kindergarten “Texas Education Code §28.006, Reading Diagnosis,

Diagnostic Assessments: PA Inventory requires assessment of reading development and
Diagnosing Literacy Deleting comprehension for all students in kindergarten, first
Strengths and Needs Initial Sounds grade, and second grade. This law also requires school
(0:31) districts to administer a reading instrument at the
4E-2.6 beginning of seventh grade to students who did not
TPRI 1st Grade demonstrate reading proficiency on the sixth-grade state
Free Diagnostic
Blending reading assessment.”
Instruments
Phonemes
(0:51) “School districts have access to free diagnostic tools to
help them meet the House Bill 3 requirements.”
If time permits play video for TPRI—Kindergarten

(0:31) and video for TPRI—First Grade (0:51). You may
alternatively have participants choose their grade-level
video or the video closest to their grade level.
Encourage participants to consider the following questions

while viewing the video:
• What information does this assessment provide for
the teacher?
• How might the teacher use the information from
this assessment?
v3.0 24
LEARNER
MATERIALS
“Look at the progress monitoring graphs on the RTI

Progress Monitoring Handout or Canvas page 4E-2.8.
You will see 4 lines on these graphs as explained by the
key. First, the benchmark line is the line which shows an
average child’s progress for the grade level.”
“If we look at Emma’s first-grade data, we can see that

on average, first graders can read 10 sight words per
minute in September and 50 in May. Emma was unable
to recognize any sight words in September, and only
Electronic Device about 5 words by October. If she continues at this rate,
how many words will she be able to read in 1 minute in
Chart Paper May? (Use the linear line—19 or 20) How many words
and Markers should she be able to read per minute in January if she is
4E-2.7 for each group going to meet the benchmark goal in May? (Use the aim
Progress Monitoring
line—about 25.)”
Handout:
4E-2.8 RTI Progress “What advice would you give Emma’s teacher after seeing
Progress Monitoring Monitoring (found this first-grade data?” If you have time, allow participants
in Action on Canvas page: to share their advice. Emma should be receiving frequent,
4E-2.8 Progress intensive interventions in sight word reading if she is going
Monitoring to make the benchmark goal. Emma’s teacher should
in Action) progress monitor frequently and collect other formal and
informal assessment data to determine if Emma needs
additional support from specialists.
“We will now take some time to explore progress

monitoring through a group activity.”
GROUP ACTIVITY
Create groups based on participants’ grade level that best
represents the context in which they provide instruction,
K–5th grade (groups of 4 or more as needed), then have
participants complete the following task.
v3.0 25
LEARNER
MATERIALS
TASK
“Using the RTI Progress Monitoring Handout and Canvas
pages 4E-2.7 and 4E-2.8, collaborate with your group to
create an anchor chart with the following points: (modify
this list to meet your time limits)
• Define Progress Monitoring in your own words.
• Provide examples of what Progress Monitoring looks
like in your classroom.
• Explain how Progress Monitoring supports teachers
and schools.
• Evaluate data from Canvas page 4E-2.8 and the
handout provided to write at least two observations
of each student’s current progress. Then give
recommendations for future instruction and/
or intervention.”
OPTIONAL ADDITION TO ANCHOR CHART

To extend learning, challenge participants to share a next
wise instructional action plan to support Emma and/or Yahir.
Participants will display anchor charts around the classroom.
“When your group has completed crafting your anchor

chart, please hang it _______.”
Point to and explain where you would like participants to

hang their anchor charts.
If time permits, you may choose to have participants

engage in a gallery walk. Encourage participants to look
for similarities in ideas shared as well as new ideas for
progress monitoring in their classroom.
v3.0 26
LEARNER
MATERIALS
“Let’s continue our discussion on assessment types

by reviewing benchmarks or interim assessments.
Benchmarks or interim assessments evaluate students
against specific grade-level standards and learning
objectives. Benchmarks/interim assessments can be
viewed as a type of ‘middle ground’ between summative
4E-2.9 and formative assessments.”
Benchmark or Interim N/A
“Data from benchmarks help teachers and schools
Assessments
identify students’ academic strengths and weaknesses,
which can
• inform classroom teaching and small-group, skills-
based instruction;
• determine who might benefit from supplemental
instruction or targeted intervention; and
• predict performance on later summative assessments.”
Direct participants to Canvas page 4E-2.10.
“Open your electronic device to Canvas page 4E-2.10. Take

a minute to review the content found in the slider about
TEA’s optional online formative assessment resource
that aligns with the Texas Essential Knowledge and Skills
(TEKS). This tool will be available at no cost to districts
4E-2.10 and charter schools and is not tied to accountability.”
Electronic Device
Texas Formative
Assessment Resource “While reviewing the content, consider how you can use
STAAR Interim Assessments and TFAR in your classroom.
You can access both products by clicking the links in the
Teacher Tool at the bottom of the Canvas page.”
Allow participants time to briefly browse the links in the

Teacher Tool.
v3.0 27
LEARNER
MATERIALS
“To wrap up our review of reading assessments, let’s

talk about end-of-year assessments. An end-of-year
(EOY) assessment is administered at the end of a school
year or course to evaluate students’ performance relative
to a set of grade-level standards. This is the finish line for
the student’s journey.”
“EOY assessments evaluate students against specific

grade-level standards and learning objectives. Data
4E-2.11
N/A from EOY assessments can help teachers, schools, and
End-of-Year Assessments
districts: (You may choose to call on participants to read
the bulleted list, or you may read it aloud to participants.)
• Measure annual yearly progress.
• Determine who might benefit from supplemental
instruction or targeted intervention in the following
school year.
• Determine where to focus resources in the core
subject areas.
• Evaluate the effectiveness of the curriculum.”
v3.0 28
LEARNER
MATERIALS
“An end-of-year assessment I am sure we are all familiar

with is the STAAR test. The STAAR test provides families
and educators with important data. Although STAAR data
is only one data point of performance, it can provide
reassurance to families that their child is prepared to
advance to the next grade level, and it allows educators
to reflect on their own instruction and student needs.
It is important to combine this data with other data
collected throughout the year to paint a complete
4E-2.12 portrait of students.”
Using the STAAR Data Direct participants to Canvas pages 4E-2.12 and 4E-2.13.
Report
Electronic Device
“Open your electronic device to Canvas page 4E-2.12.
4E-2.13 Here you will find information on how STAAR is scored.
STAAR Data and the On the next page in Canvas, 4E-2.13, you will find
Simple View of Reading information on how teachers can use the Simple View
of Reading to look beyond the STAAR results to plan
instructional supports for the beginning of the year.”
“Review both of these pages in Canvas to see how

STAAR assessment data can be used to support students
and teachers.”
Provide participants with time to review both Canvas

pages independently.
v3.0 29
LEARNER
MATERIALS
“Now that we have learned the characteristics and

uses of various reading assessments, it’s time to apply
our learning to real world scenarios.”
Electronic Device
Direct participants to the matching activity on Canvas
Handout: page 4E-2.15.
Answer Key
4E-2.15 for Match “To complete the activity, you will review each
Quick Check: Match Assessments Tools assessment scenario and decide which assessment tool
Assessment Tools with with Scenarios should be used. Drag each assessment tool label in the
Scenarios (found in the left column to the rectangle of its matching scenario.”
Appendix on
Allow participants 2 minutes to complete the drag
page 88)
and drop activity then briefly go over answers as a
whole group.
Answer key available in the Appendix on page 88.
Direct participants to complete the CfU: Types

of Assessment.
4E-2.16 As participants complete their CfU, review the item

Check for Understanding: Electronic Device analysis of your cohort to identify any misconceptions.
Types of Assessment Briefly confirm answers as a whole group. (Correct
answers can be found in the student view of the quiz.)
You may use the following guide to support learners that

have difficulty with this quiz.
v3.0 30
Assignment Title: Types of Assessment
Grading: Canvas-graded
Canvas Connection: 4E-2.16 Check for Understanding: Types of Assessment
Big Ideas
• A reading screener is a quick assessment to predict if students are at risk for reading difficulties. Screeners
are NOT a holistic picture of a child’s language and literacy skills.
• Progress monitoring is a quick, formative measure of student achievement on a specific skill. Progress
monitoring is NOT a holistic picture of a child’s language and literacy skills.
• Benchmarks or interim assessments evaluate students against specific grade-level standards and
learning objectives.
• An end-of-year (EOY) assessment is generally administered at the end of a school year or course to evaluate
a student’s performance relative to a set of grade-level standards. These assessments are usually created
by a school district or by the state board of education.
If learners have a difficult time understanding the best use of assessment data, they may be
• misunderstanding the characteristics of various assessments; or
• misunderstanding the function of the assessment tools they use.
Coaching Stems
If a learner is unable to demonstrate mastery of this quiz, you may ask the following questions:
• For what functions do you use these assessment tools?
• How does this help you support your students?
• What are the implications of assessing with this tool?
Learners who were unable to demonstrate mastery of this assignment may benefit from reading RTI Implementer
Series: Module 2: Progress Monitoring Training Manual and reviewing the following Canvas pages:
• 4E-2.2 Screening
• 4E-2.8 Progress Monitoring in Action
• 4E-2.9 Benchmark or Interim Assessments
• 4E-2.11 End-of-Year Assessments
v3.0 31
LEARNER
MATERIALS
“Over the next few slides, we will learn about various

assessment tools and procedures that focus on particular
student characteristics, strengths, and targets for
instruction. Collaboration among all educators involved
with the students will maximize the potential benefit of
these tools and procedures.”
“Let’s begin by looking at Language-Proficiency

Identification and Assessments. Federal law requires
school personnel to identify emergent bilinguals and
evaluate their English language proficiency. Several
criterion-based assessment tools can be used to collect
this information including
• Home Language Survey,
• TELPAS,
• LAS Links Assessment, and
• LPAC.”
4E-2.18 “School districts should not rely solely on the use of
Language-Proficiency Electronic Device
a single language-proficiency assessment to determine
Identification and children’s classification or instructional placements. By
Assessments incorporating data from other sources, such as formative
assessments, teachers can obtain a more complete
picture of the student’s language proficiency in English.”
“Open your electronic device to Canvas page 4E-2.18.

Here you will find a detailed description of language-
proficiency assessments. Take about 2 minutes to read
through each description and reflect on your current
understanding of what these assessments look like
in your district. You may also consider your campus’
protocol for implementing these assessments. For
example, where are home-language surveys stored
(digitally or physically) on your campus? Who on your
campus is responsible for ensuring families complete
the survey?”
v3.0 32
LEARNER
MATERIALS
“Open your electronic device to Canvas page 4E-2.21. We

are now going to examine a case study using literacy
and language assessment tools. You will find a case
study for Mai on 4E-2.21. As you review the case study,
by downloading the embedded document, you should
consider the discussion questions provided on the
Canvas page.”
Direct participants to form groups of 4. Participants will

have 5 minutes to independently review Mai’s case study
Electronic Device portfolio and reflect on the guiding questions.
4E-2.21 Participant Then, participants will have 2 minutes to share their
Discussion: Mai’s Case Notebook findings with their small group.
Study
PROTOCOL
TIME ACTION
1 minute Form groups of 4.
5 minutes Independently review the portfolio

of Mai and consider the student’s
strengths and weaknesses in their first
language and second language.
v3.0 33
LEARNER
MATERIALS
TIME ACTION
4 minutes Each member shares their findings
2 minutes Group discusses findings together.
12 minutes Total
If time permits, allow whole group discussion about the

findings made while evaluating Mai’s data. You may
use the guidance on the following page to support your
learners.
v3.0 34
Discussion Title: Mai’s Case Study
Prompt
As we have mentioned, each student has unique areas of strength and growth. Also, students’ portfolios may
include different data depending on grade‐level, need, and districts they have attended. Let’s look at another
practical application of literacy and language assessment tools with Mai.
Review Mai’s Portfolio, which includes multiple data points. Just like with Emilio, take into consideration the
different types of data and how they work together to create a comprehensive portrait of Mai’s literacy and
language development.
After reviewing the data, consider the following questions.

• What types of assessments were used to write this student profile?
• What do we know about this student’s literacy development?
• What do we know about the student’s linguistic repertoire?
Grading: In person discussions.
Canvas Connection: 4E‐2.21 Discussion: Mai’s Case Study
Big Ideas
If learners have a difficult time analyzing the data provided, they may be
• trying to interpret the data before looking at what is there; or
• considering only qualitative data or only quantitative data, instead of looking for the whole picture.
Redirection
Learners may need additional coaching if their responses
• depends too heavily on a particular assessment type; or
• include only a basic analysis of data.
v3.0 35
Coaching Stems
If learners are unable to analyze the data accurately, you may ask them the following questions:
• What assessments were used in Mai’s portfolio? Let’s discuss what those tools assess and whether they
give us qualitative or quantitative data.
• How does this data display Mai’s literacy development?
• How does this data display Mai’s language development?
Learners who were unable to demonstrate mastery of this discussion may benefit from reviewing these canvas pages:
• 4E‐2.18 Language‐Proficiency Identification and Assessments
• 4E‐2.19 Quick Check: Language Assessment Terms
• 4E‐2.20 Case Study: Emilio’s Portfolio
v3.0 36
LEARNER
MATERIALS
“Now let’s consider students receiving special-

education services.”
“Collaboration between the general-education teacher

and special-education teacher is imperative for
students’ success.”
“General-education and special-education teachers

work together to gather data for the most accurate
4E-2.22 progress monitoring of a student with an Individualized
Considerations in N/A Educational Program (IEP).”
Special Education
“Data collection provides information used to drive
instruction. Data must be
• reviewed regularly and on a predetermined basis;
• evaluated to determine if the student is making
progress toward the goals and objectives; and
• reflected upon to see how well the student is
responding to the specially designed instruction (SDI)
being implemented.”
“The ARD committee determines the need for special

4E-2.23 education placement and services. It is important to note
The Admission, Review, that when a child receiving special education services
N/A
and Dismissal (ARD) is also identified as an English learner, the LPAC and
Committee ARD committees work together to make appropriate
educational decisions for the student.”
v3.0 37
Chapter 3: The Assessment-Instructional Cycle
LEARNER
MATERIALS
Module 4E: Chapter Introduce Chapter 3: The Assessment-Instructional Cycle.

3: The Assessment- N/A
Instructional Cycle - Share the chapter objective.
Overview
“Let’s begin Chapter 3 by opening a discussion on how we

have used assessment data to inform our instruction.”
“Reflect upon the following quote:
‘...expert reading teachers are data-based

problem solvers and know that one instructional
approach is not equally beneficial for all students.
Knowledgeable teachers assess their students’ oral
language and reading abilities on a continuous basis
and differentiate instruction on the basis of the
assessment data. They employ findings from these
assessments to inform the selection of instructional
4E-3.2 approaches and strategies, to guide adjustments
Discussion: Connect N/A and modifications to materials and instructional
to Your Experience tactics, and for grouping decisions to address the
needs of individual students.’”
“Thinking about the quote, share a time in which you

used any type of assessment data to inform your
instructional decisions.”
Direct participants to Turn & Talk with a partner for up to

3 minutes.
Call the collective group back together.
“Join me in Chapter 3, as we think about how

to use combined data from assessment tools to
inform instruction.”
v3.0 38
Discussion Title: Connect to Your Experience
Prompt
Reflect upon the following quote:
“...expert reading teachers are data-based problem solvers and know that one instructional approach is
not equally beneficial for all students. Knowledgeable teachers assess their students’ oral language and
reading abilities on a continuous basis and differentiate instruction on the basis of the assessment data.
They employ findings from these assessments to inform the selection of instructional approaches and
strategies, to guide adjustments and modifications to materials and instructional tactics, and for grouping
decisions to address the needs of individual students” (Lyon and Weiser 2009).
Thinking about the quote, share a time in which you used any type of assessment data to inform your
instructional decisions.
Canvas Connection: 4E-3.2 Discussion: Connect to Your Experience
Big Ideas
• Data-based instruction allows educators to plan their instruction based on the strengths and needs of
their students.
• Using data collected through instruction allows for modifications and adjustments to be made to address
the immediate needs of students.
If learners have a difficult time thinking of a time in which they’ve used assessment data to inform instruction,
they may be
• unfamiliar with function of different assessments;
• unaware of how to make instructional decisions using data; or
• inexperienced in teaching and planning instruction based on data.
Coaching Stems
• What assessments do you give to your students?
• After you give an assessment, what do you do with the information gathered from that assessment?
• How could we use that data to plan for your next week of instruction?
v3.0 39
Learners who were unable to demonstrate mastery of this reflection may benefit from support throughout this
chapter as they learn more about data-informed instruction. In completing this reflection, they may not have a
personal connection, yet.
•
v3.0 40
LEARNER
MATERIALS
“Our goal is for all students to become more skilled,

confident, proficient, fluent, and successful in their
4E-3.3 literacy journeys. To support progress in all those
Revisiting the aspects of literacy, we can use the Assessment-
N/A Instructional Cycle.”
Assessment-Instructional
Cycle “Depending on the purpose and use of data, you may
move through the assessment-instructional cycle within
a day, a week, month, grading period, or school year.”
“Before we analyze each stage of the cycle in-depth,

I’d like to give you a moment to review the Assessment-
Instructional Cycle independently.”
Direct participants to Canvas page 4E-3.4 and the

corresponding page of their Participant Notebook.
Electronic Device “On Canvas page 4E-3.4, you will find an interactive image
4E-3.4
with hotspots. The hotspots contain questions you as the
Deep Dive into the Participant educator can ask during each phase of the cycle. Review
Assessment-Instructional Notebook the questions for each stage and reflect on how the cycle
Cycle
transfers to your classroom. What phases in the cycle
do you feel are your strengths? What phases might you
identify as target areas for growth this school year?”
“In your Participant Notebook provides a blank organizer

where you can write down the provided questions from
Canvas and reflect on your learning if you choose to do
so.”
v3.0 41
LEARNER
MATERIALS
Presenter Note: During this section, teachers will reflect

on the current practices they or their school uses to assess
the different components of reading and writing. They
will review the handout called ‘Collecting Literacy Data’
to indicate the areas where they feel confident or need
assistance with determining strong assessment tools to
inform their instructional decisions.
“Now, we will review each stage of the Assessment-
Instructional Cycle in more depth.”
“Let’s begin by looking briefly at collecting data.
Teachers collect data to ensure students are making
reading and writing progress and meeting grade-level
expectations. It is important to gather data from formal
Handout: and informal assessments. Consider these components
Collecting Literacy of reading and writing and think about how you collect
4E-3.5
Data (found in the data for these domains.”
Collect Data
Appendix on
Read the bulleted list of literacy domains from page 4E-3.5
page 89)
Collect Data.
“Now you will spend 5 minutes thinking about how you
currently collect data on the different aspects of literacy.
You will review different types of assessments in the
handout ‘Collecting Literacy Data.’ Take a moment to
highlight an area you feel confident in your assessment
practices and any areas you may need to strengthen your
own practice of assessment.”
“Afterward, you will find a partner and share one area
you feel very confident about and one area you would
like to know more about. Jot down any ideas gathered
from your partner on your handout.”
v3.0 42
LEARNER
MATERIALS
“After collecting and organizing the data, you can

analyze student, classroom, and district-level data.”
Direct participants to read and reflect on the bulleted list.

If participants have a difficult time reading from the screen,
you may choose to direct them to Canvas page 4E-3.7.
4E-3.7 Electronic Device
Analyze Data “This bulleted list provides questions to support you in
analyzing data. Read through the list and consider what
patterns you notice amongst the questions.”
Give participants time to read the bulleted list and discuss

noticed patterns with their table.
4E-3.8
Analyze Data: Utilizing
N/A Read the text on the Canvas page in its entirety.
the Simple View of
Reading
v3.0 43
LEARNER
MATERIALS
“The third stage in the Assessment-Instructional

Cycle is interpreting data. Interpreting data assists you in
making informed decisions based on students’ literacy
and language development.”
“Interpretation of data includes

• developing summary statements about aspects
of students’ literacy progress, such as levels of
proficiency in foundational language skills or
strengths in reading comprehension, and
4E-3.9 Electronic Device • determining if there are interpretations or
Interpret Data instructional recommendations that are evident
from the data analysis.”115
“Open your device to Canvas page 4E-3.9. Here you will

find a bulleted list of information about interpreting
data, as well as questions you can ask yourself when
interpreting student data. Review these lists and consider
how you might use this information to assist you in your
instructional decision making.”
Give participants time to read the bulleted list.
Direct participants to advance to Canvas page 4E-3.10.

Electronic Device
“You will now have some time to look more closely
Participant at how to interpret data. On Canvas page 4E-3.10, in the
Notebook Teacher Tool handout: Profiles of a Reader, you will find 4
reading difficulties students may face in your classroom.
Handout:
4E-3.10 More importantly, you will see what you as the teacher
Profiles of a
Interpret Data: Looking can do instructionally to support students in overcoming
Reader (found on
for Patterns these reading difficulties.”
Canvas page:
4E-3.10 Interpret “Take a few minutes to review the information in the
Data: Looking for Teacher Tool handout: Profiles of a Reader. You may
Patterns) record wonderings and thoughts in your Participant
Notebook.”
v3.0 44
LEARNER
MATERIALS
Direct participants to advance to Canvas page 4E-3.11.

“Canvas page 4E-3.11 provides an interactive flowchart
that will help you determine whether you have collected
enough data about your students’ progress to plan for
next steps. Take about a minute to review the flowchart
independently. Click the YES and NO arrows to explore
instructional planning advice step by step or click the
4E-3.11 Show full chart button at the bottom of the page to
Interpret Data: Do You reveal the entire flow chart.”
Have the Data You Need Electronic Device
to Make Instructional If necessary, model clicking yes and no to show
Decisions? participants how to navigate the flowchart.
Give participants 1 minute to review the flowchart
in Canvas.
Direct participants’ attention to the text file handout and

encourage them to use the provided information in their
classroom when interpreting student data.
v3.0 45
LEARNER
MATERIALS
“After interpreting data, we have reached the final stage

of the Assessment-Instructional Cycle, planning and
implementing instruction.”
Direct participants to their Participant Notebook.
“On the page titled Plan and Implement Instruction,

within your participant notebook, you
will find a table with information about planning
and implementing instruction using student data.
Take 1 minute to review this information with a
4E-3.12 Participant shoulder partner.”
Plan and Implement Notebook COACHING OPPORTUNITY
Instruction It is recommended that participants extend their learning
after the session by applying the Assessment-Instructional
Cycle to 1–2 students from their current class. In their
notebook, participants will find space to reflect on
their learning by choosing 1-2 students, considering
that student’s data, and planning a next wise action to
best support the chosen student. In your next coaching
session, discuss their findings and their next wise action
step, as well as evidence supporting their action. This can
substitute for one of the required observation-coaching
cycles for each teacher.
v3.0 46
LEARNER
MATERIALS
The following
handouts can
be found on “As you plan and implement instruction, there are 4
Canvas page: general questions to answer.
4E-3.14 Plan • What standards or skills are my students ready to
and Implement learn?
Resources for • How will I differentiate my lesson to meet
Instructional students’ needs?
4E-3.14 • How should I group my students for instruction?
Action
Plan and Implement
Instruction: Resources for Handout: • How will I scaffold students’ practice?
Instructional Action Instructional Coaches and administrators may support your
Grouping instructional process by doing ‘walkthroughs’ to give you
Walkthrough Tool feedback about what they see.”
Handout: Direct participants to review the handouts, Instructional
Scaffolded Grouping Walkthrough Tool, and Scaffolded Practice
Practice Walkthrough Tool. Encourage participants to discuss how
Walkthrough Tool the tools can be implemented in their classroom with
a partner.
v3.0 47
LEARNER
MATERIALS
“Now, we will apply our learning by revisiting our 3

student case studies.”
“On Canvas page 3.17, you will find the 3 student case
studies. Take about 5 minutes to review the information
presented in Canvas for each student. As you view each
4E-3.17 Electronic Device Assessment-Instructional Cycle example, think about
Revisiting Our Students how each student differs and the action steps the teacher
plans on taking to meet the needs of each student.”
Give participants 5 minutes to review the case study

student files.
Encourage participants to discuss their findings with a

partner.
v3.0 48
LEARNER
MATERIALS
Distribute handouts (prepared before the session):

• Using Assessment Data Checklist (English) or
• Using Assessment Data Checklist (Bilingual Spanish/
English) document.
Post these questions on chart paper(s) around your

facilitation space (one question per chart, displayed in
sets of 3).
The following • In light of what you have learned in this module, what
handouts can be do you now see as your strengths as a data-based
found on Canvas instructional problem solver?
page: 4E-3.18 • What are your targets for professional growth in
Discussion: Using this area?
Assessment Data • Who from your professional literacy community can
you call upon if you want help with planning next steps
Handout: based on your students’ data?
Assessment Data
4E-3.18 “We will now reflect on what we have learned so far in
Checklist (English)
Discussion: Using the module and engage in a nonverbal discussion. To
Assessment Data Handout: complete this ‘discussion,’ we will engage in a Chalk
Assessment Talk protocol.”
Data Checklist
(Bilingual Spanish/ Group participants into groups of 6–8 people and direct
English) each group to one set of questions.
Chart Paper CHALK TALK

Explain that Chalk Talk is a silent activity where
Markers participants add their reflections in writing on the charts.
Encourage participants to also comment on other peoples’
ideas within their group by simply drawing a connecting
line to the comment.
Provide markers to participants.
As participants are engaging in the Chalk Talk protocol, the

facilitator will circulate and circle interesting ideas and/or
write questions about comments.
v3.0 49
LEARNER
MATERIALS
“Consider what you have learned in this module so far

and your current assessment practices to answer the
provided questions on chart paper around the room.
Remember that you may also choose to respond to other
participants’ responses. When you have reviewed the
questions, please return to your table.”
Provide up to 5 minutes to complete the Chalk

Talk protocol.
v3.0 50
Discussion Title: Using Assessment Data
Prompt
Consider what you have learned in this module so far and your current assessment practices. In no more than 300
words, respond to these questions:
• In light of what you have learned in this module, what do you now see as your strengths as a data-based
instructional problem solver?
• What are your targets for professional growth in this area?
Canvas Connection: 4E-3.18 Discussion: Using Assessment Data
Big Ideas
If learners have a difficult time identifying their own strengths as a data-based instructional problem solver, they
may be
• uncomfortable making decisions based on data;
• unfamiliar with the function of different assessments; or
• unaware of how to make instructional decisions using data.
Evidence of Transfer
Learners are likely to transfer the content learned to their classroom if their post includes
• the use of multiple sources of data;
• reflection on student progress;
• a confirmation of practices in which they already show strengths;
• a willingness to step outside of their comfort zone to identify areas to grow; and
• a realistic target area for professional growth, with conditions to accomplish growth.
Redirection
Learners may need additional coaching if their responses include
• uncertainty of how and where to grow in using data to guide instruction;
• a lack of connections to current practices; or
• a target that is not relevant to using assessment data.
v3.0 51
Coaching Stems
• What assessments do you give to your students?
• After you give an assessment, what do you do with the information gathered from that assessment?
• How could we use that data to plan for your next week of instruction?
Learners who were unable to demonstrate mastery of this discussion may benefit from reviewing “Classroom
Assessment: Minute by Minute, Day by Day” (Leahy, Lyon, Thompson, and William 2005) and the following
Canvas pages:
• 4E-3.3 Revisiting the Assessment-Instructional Cycle
• 4E-3.5 Collect LData
• 4E-3.7 Analyze Data
• 4E-3.9 Interpret Data
v3.0 52
LEARNER
MATERIALS
“As we move through the Reading Academies,

we will continue to build an understanding of the
importance of family partnerships. In this module,
that partnership includes using best practices for
communicating assessment results with our student
families.”
“Communicating with parents is a key component of

building strong school and family partnerships. It can be
challenging to communicate a literacy concern, which
is why collecting multiple points of data is essential to
identify patterns. Sharing these patterns through the use
4E-3.19 of strengths-based language allows us to communicate
Communicating Literacy- Participant what children are able to achieve and what skills they
Assessment Results Notebook need to gain to meet grade-level expectations.
with Families
Whether by phone, in-person, by email, or by letter,
communicate literacy-assessment results using clear,
objective language, avoiding vague, subjective verbiage.
Sharing clear information about a child’s progress and
what you and the school are doing to support growth,
achievement, and success contributes to positive family
and school relationships.36 When discussing areas of
growth/concerns, it is also helpful for teachers to suggest
corresponding ideas or activities parents can do at home
to support their child.”
If time permits, invite participants to reflect on their own

practices in their Participant Notebook.
v3.0 53
LEARNER
MATERIALS
Give participants 4 minutes to complete the CfU: Using

Assessment Data.
As participants complete their CfU, review the item

4E-3.20 analysis of your cohort to identify any misconceptions.
Electronci Device
Check for Understanding: Briefly confirm answers as a whole group. (Correct
Using Assessment Data answers can be found in the student view of the quiz.)

v3.0 54
Assignment Title: Using Assessment Data
Canvas Connection: 4E-3.20 Check for Understanding: Using Assessment Data
Big Idea
• Data-based instruction allows educators to plan their instruction based on the strengths and needs of
their students.
• misunderstanding the Assessment-Instructional process;
• confused by the purpose of collecting student-progress data; or
• unfamiliar with addressing data with parents.
Coaching Stems
If a learner is unable to demonstrate mastery of this quiz, you may ask them the following questions:
• What assessments do you regularly use to guide instruction?
• How do you choose what assessments to use?
• What data do you collect from your assessments?
Learners who were unable to demonstrate mastery of this discussion may benefit from reviewing “Classroom
Assessment: Minute by Minute, Day by Day” (Leahy, Lyon, Thompson, and William 2005) and the following
Canvas pages:
• 4E-3.14 Plan and Implement Instruction: Resources for Instructional Action
• 4E-3.19 Communicating Literacy-Assessment Results with Families
v3.0 55
Chapter 4: Tiered Supports
LEARNER
MATERIALS
Module 4E: Introduce Chapter 4: Tiered Supports.

N/A
Chapter 4 - Tiered Share the chapter objective.
Supports - Overview
“You may be familiar with one or more of the following

terms that describe a three-tiered model of support:
• Response-to-Intervention (RTI)
• Tiered intervention model
• Multi-Tiered Systems of Support (MTSS)”
4E-4.1 “These educational terms generally refer to a school-wide
N/A
Three Tiers of Support system of supports that assists students based on their
specific academic (i.e., reading, writing, and math) and
behavior needs. The two most widely used terms are RTI
and MTSS. The MTSS framework focuses on additional
aspects beyond academics and behavior, including the
social and emotional needs of the child and school
attendance.”
v3.0 56
LEARNER
MATERIALS
“The goal of the RTI/MTSS framework is to intervene

early to prevent learning failure. This is accomplished
through designing instructional supports that meet each
student’s instructional needs.
Direct participants to read the bulletted list on Canvas
page 4E-4.2.
4E-4.2
“All students, regardless of whether they receive tiered
Components of the Electronic Device supports, benefit from high-quality, evidence-based core
Three-Tiered Model of reading and writing instruction provided within Tier 1:
Support Core Literacy Instruction. Of note, Tier 2: Supplemental
Instruction and Tier 3: Intensive Intervention supports do
not supplant or replace Tier 1 Core Literacy Instruction.”
If time permits, encourage participants to visit Canvas
page 4E-4.2 for additional resources related to multi-tiered
intervention.
“Every school should provide at least 3 levels of

instructional support for students based on evidence
that a student is not making progress toward grade-level
reading proficiency.”
4E-4.3
“You will have about 5 minutes to read through Canvas
Tier 1: Core Literacy
pages 4E-4.3, 4E-4.4 and 4E-4.5. These pages explain
Instruction each of the tiers of instruction. As you read, write down
some of the key points in your Participant Notebook and
4E-4.4 Electronic Device discuss with a partner.”
Tier 2: Supplemental
After 5 minutes, bring the group back together. Ask the
Instruction Participant following questions to check for understanding before
Notebook moving on.
4E-4.5
Tier 3: Intensive “What is Tier 1 instruction? Who is responsible for
providing Tier 1 instruction?”
Intervention
Listen for: Core literacy instruction provided to EVERY
student; the classroom teacher.
Continued on next page.
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Continued from previous page.
“What is Tier 2 instruction? When should Tier 2

instruction be provided?”
Listen for: Additional, SUPPLEMENTAL instruction
for students reading somewhat below grade-level
expectations; provided outside of the core literacy
instruction block (key point—Tier 2 is in addition to Tier 1
instruction).
“What is Tier 3 instruction? How is Tier 3 different from
Tier 2 instruction?”
Listen for: Intensive additional support for students
reading well below grade-level expectations; Tier 3 is
provided in smaller groups with more frequency and
greater intensity than Tier 2.
4E-4.6 Invite volunteers to read what tiered supports are and

Electronic Device
Summary: Tiered Support are not directly from the slide.
Give participants 3 minutes to complete the CfU: Tiered

Framework of Supports.
Check for Understanding: analysis of your cohort to identify any misconceptions.
Electronic Device
Tiered Framework Briefly confirm answers as a whole group. (Correct
of Supports answers can be found in the student view of the quiz.)

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Assignment Title: Tiered Framework of Supports
Canvas Connection: 4E-4.7 Check for Understanding: Tiered Framework of Supports
Big Ideas
If learners have a difficult time understanding tiered supports, they may be confusing the various levels of
tiered support.
Coaching Stems
• What is Tier 1 instruction, and who participates in Tier 1 instruction?
• How are Tiers 2 and 3 different?
• How does a tiered system of support guide teacher decision-making when working with students who have
difficulty with reading and writing?
Learners who were unable to demonstrate mastery of this assignment may benefit from reviewing “Reading
Rockets: What is This Thing Called RTI?” (American Federation of Teachers 2008) and these Canvas pages:
• 4E-4.3 Tier 1: Core Literacy Instruction
• 4E-4.4 Tier 2: Supplemental Instruction
• 4E-4.5 Tier 3: Intensive Intervention
• 4E-4.6 Summary: Tiered Support
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“In tiered models of support, teachers and other

educators collect a wide range of formal and informal
data, make sense of the patterns in each student’s
4E-4.8 progress, and design appropriate instruction.
Connecting Assessment Assessments help us know which students are making
to the Three-Tiered
Electronic Device progress and which students need more intensive
Model of Support instruction than they are currently receiving.”
Participant
4E-4.9 “With a partner, take 3 minutes to read through Canvas
Notebook
Tiered Instruction: pages 4E-4.8 and 4E-4.9. As you read through these
A Problem Solving interactions, discuss how your campus uses assessment
Approach and tiered instruction.”
Participants may also use the corresponding pages in their

Participant Notebook to reflect on their learning.
“An integrated approach to tiered support for students

means that teachers use the Assessment-Instructional
Cycle to make responsive instructional decisions to
support each student’s needs within Tier 1, Tier 2, or
Tier 3.”
4E-4.10 “In addition, it means that teachers collaborate with
How Students’ other educators who offer more specific programs
N/A
Needs are Served: related to students’ identified learning characteristics.”
An Integrated Approach
“This graphic lists student populations for whom targeted
support may be appropriate.”
“Now we are going to consider the support that can meet

the needs of specific groups of students found within our
classrooms.”
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“We will now engage in a shared reading experience

where you will work alongside a partner to research
various tiered supports in this order:
• Tiered Supports for emergent bilingual students
• Tiered Supports for Students with Reading Difficulties
• Tiered Supports for Students with Dyslexia and/
4E-4.11 Tiered or Dysgraphia.”
Support for Emergent “You and your partner will have 10 minutes to review
Bilingual Students Electronic Device the information provided in Canvas for each student
(Displayed)
Participant population. To ensure we are collaborating amongst our
4E-4.12 Emergent Notebook cohort, you will review each student population with a
Bilingual Students and different partner.”
Special Education Handout:
Tiered Supports “We will begin by partnering up with a ‘sole-mate’ or
4E-4.13 Language for Student someone in the room wearing similar shoes as you.
Difference or Disability Populations Work together to explore Canvas pages 4E-4.11 through
(found in the 4E-4.14, focusing on tiered-supports for emergent
4E-4.14 Considerations bilingual students.”
Appendix on
Before Referring
page 90) “You will have 10 minutes to
Multilingual Learners
• review the provided information;
• discuss ideas and new understandings with
your partner; and
• take notes in your notebook if you choose to do so.”
Traverse throughout the room, checking in on groups

as they review the information provided in Canvas.
Participants will advance through the slides at their own
pace with their partners.
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Electronic Device
Participant
Notebook “The next group of children supported through
4E-4.15 Tiered Support
tiered instruction are those children who have reading
for Students with Reading Handout:
difficulties but have not been identified with a learning
Difficulties IES
disability or language difference.”
Recommendations
4E-4.16 Tiered Support for Supporting Prompt participants to find a new partner.
for Students with Readers (found
Reading Difficulties: Key “You will now have 9 minutes to review the information
on Canvas page:
Questions provided on Canvas pages 4E-4.15 through 4E-4.18 with
4E-4.18 IES
Recommendations your new partner. Just as last time, I encourage you to
4E-4.17 Common Reading
for Supporting share ideas with your partner, discuss provided handouts,
Difficulties
Readers) and take notes in your notebook, as well as the Tiered
4E-4.18 IES Supports Handout, if you choose to do so.”
Recommendations for Handout:
Tiered Supports Traverse throughout the room, checking in on groups
Supporting Readers
for Student as they review the information provided in Canvas.
Populations Participants will advance through the slides at their own
(found in the pace with their partners.
Appendix on
page 90)
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4E-4.19 Tiered
“Next we will discuss how to support students with
Support for Students
dyslexia and/or dysgraphia.”
with Dyslexia and/or
Dysgraphia Prompt participants to find a new partner.
4E-4.20 Tiered Electronic Device “Spend the next 10 minutes reviewing the information
Support for Students provided on Canvas pages 4E-4.19 through 4E-4.23 with
Participant
with Dyslexia and/ your new partner. Just as last time, I encourage you to
Notebook
or Dysgraphia: Key share ideas with your partner, discuss provided handouts,
Questions Handout: and take notes in your notebook, if you choose to do so.”
Tiered Supports
4E-4.21 Common Risk Traverse throughout the room, checking in on groups
for Student
Factors Associated with as they review the information provided in Canvas.
Populations
Dyslexia Participants will advance through the slides at their own
(found in the
pace with their partners.
4E-4.22 Dysgraphia Appendix on
page 90) When the 10 minutes for partner review is up, encourage
4E-4.23 Instructional
participants to return to their table.
Recommendations for
Working with Children Once at their table, encourage participants to share an
Who Have Reading and “ah-ha” moment or “take-away” for each of the 3 student
Writing Difficulties populations with a partner.
Give participants 5 minutes to complete the CfU:

Reading Difficulties.

Reading Difficulties Briefly confirm answers as a whole group. (Correct

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Assignment Title: Reading Difficulties
Canvas Connection: 4E-4.24 Check for Understanding: Reading Difficulties
Big Ideas
plan instruction.
If learners have a difficult time understanding how to best support students with reading difficulties, they may be
• misunderstanding the basic facts about dyslexia and/or dysgraphia; or
• forgetting the information learned from Module 2: Science of Teaching Reading.
Coaching Stems
• What additional time for practicing skills do you provide for your students with dyslexia or other
related disorder?
• Are there materials that could support these students and their need for additional practice in a variety
of methods?
• What experts on your campus or within your district can you contact for additional support? What
resources are available to you and your students with dyslexia, dysgraphia, or other related disorders?
Learners who were unable to demonstrate mastery of this assignment may benefit from reading the article,
“Reading Rockets: Are You Helping Students with Dyslexia Get A’s: Achievement, Accessibility, Accommodations,
AT?” (Behrmann 2014), and revisiting the following Canvas pages:
• 4E-4.15 Tiered Support for Students with Reading Difficulties
• 4E-4.16 Tiered Support for Students with Reading Difficulties: Key Questions
• 4E-4.17 Common Reading Difficulties
• 4E-4.18 IES Recommendations for Supporting Readers
• 4E-4.19 Tiered Support for Students with Dyslexia and/or Dysgraphia
• 4E-4.20 Tiered Support for Students with Dyslexia and/or Dysgraphia: Key Questions
• 4E-4.21 Common Risk Factors Associated with Dyslexia
• 4E-4.22 Dysgraphia
• 4E-4.23 Instructional Recommendations for Working with Children Who Have Reading and Writing
Difficulties
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4E-4.25 “Do students who qualify for Special Education

Tiered Support for Services participate in tiered instruction as well? Yes!
N/A
Students Receiving Let’s talk more about supporting these students with
Special-Education tiered instruction.”
Services
“Look at Canvas page 4E-4.27. There are 4 questions

about tiered support for students receiving special-
education services on the page. Each person at your table
will take one question, read the answer, and think of a
4E-4.27 one-sentence answer to share with your table group. You
Tiered Support for will have 2 minutes to read and formulate your one-
Electronic Device
Students Receiving sentence answer.”
Special-Education
At the end of 2 minutes, ask participants to take another 3
Services: Key Questions
minutes to answer the questions for their colleagues.
Some of the information on this page will be included

on the next CfU.
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“Students receiving special-education services have

been identified with one or more of the 13 disability
categories identified by IDEA.”
“These students will also have an IEP, which documents

their needs. In developing the IEP, classroom teachers
will be asked to share data from Tier 1 and Tier 2
assessments as well as informal data collected through
observations and classwork. Teachers might also be
asked to share details about small-group instruction or
interventions provided in the classroom to verify that the
Participant student has received specific, targeted instruction and is
4E-4.28
Notebook still showing deficits.”
The Individualized
Education Plan (IEP) “The IEP guides the delivery of special-education support
and services for the student with a disability. This
document will contain, among other things, a student’s
current performance and annual goals that may address
academic, social, behavioral, physical, and other
educational needs.”
“If you would like to learn more about these 13

disability categories on your own time, you can read
the legal definitions from IDEA in the appendix of your
Participant Notebook.”
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“The general-education classroom is the first

choice for a least restrictive environment if the needs
of students with disabilities can be met with or without
supplemental aids.”
TURN AND TALK (3 minutes)

“How can collaboration between general- and special-
education educators impact the achievement gap for
students in special education?”
LISTEN FOR
• Since general education is the first consideration when
deciding placement, it’s critical that general-education
and special-education educators collaborate effectively
and frequently. This collaboration supports students
by bringing their skills, training, and perspectives to
4E-4.29 the Assessment-Instructional Cycle. Expertise and
The Classroom Teacher's resources are combined to strengthen the delivery,
Role in Supporting learning opportunities, methods, and effectiveness
N/A
Students with an that address the students’ identified weaknesses and
Individualized Education IEP goals.
Program (IEP) • When the student is being served in the general
educational setting, the primary responsibility of
general-education teachers is to provide explicit,
systematic instruction that focuses on curricular
objectives, as well as collaborate with the special-
education teacher to provide accommodations and/or
modifications listed in the IEP.
• The primary responsibility of special-education
teachers is to adapt materials to match the strengths
and needs of each of their students.
• Their collaborative goal is to provide ALL students
with high-quality instruction so that each student is
appropriately challenged to ensure progress toward
their goals.
Share with the whole group, or ask learners to share some

wise thoughts you heard as they were talking. (1 minute)
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4E-4.30
Tiered Support for “Now let’s talk about students who receive Section
N/A
Students Receiving 504 services.”
Section 504 Support
“A student qualifies for support from Section 504 by

meeting both of these two criteria
1. The child has been diagnosed with a disability that
substantially limits one or more basic life activities
and is not already served by an Individualized
Education Program (IEP).
2. The disability must interfere with the child’s ability to
learn in a general-education classroom.”
“A Section 504 accommodation plan outlines the required

accommodations each student needs to access the
4E-4.31 general curriculum. Accommodations may address
Tiered Support academic, social, behavioral, physical, and other
Participant
for Students Receiving educational needs.”
Notebook
Section 504 Support:
“An example of a 504 Plan is if a student has severe
Key Questions
testing anxiety, the accommodations might include
extended time for tests, an alternate quiet location for
testing, and/or allowing additional breaks during the
test. These accommodations help to eliminate the testing
anxiety, so the student’s content knowledge is the only
factor in how well the student performs on the test.”
Participants may take notes within their Participant

Notebook. You may also inform participants that there are
handouts available on the Module 4E Resource page to
support them in learning more about each of these student
populations.
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Give participants 5 minutes to complete the CfU:

Special Education and Section 504

Special Education and Briefly confirm answers as a whole group. (Correct
Section 504 answers can be found in the student view of the quiz.)

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Assignment Title: Special Education and Section 504
Canvas Connection: 4E-4.32 Check for Understanding: Special Education and Section 504
Big Ideas
plan instruction.
If learners have a difficult time understanding the true or false statements related to tiered supports for students
receiving 504 and special-education services, they may be
• confusing 504 and special-education services;
• misunderstanding the laws surrounding tiered services with students receiving 504 or special education
services; or
• inexperienced with working with students receiving 504 and/or special-education services;
Coaching Stems
• How would you support a student having difficulty with reading if their special-education services are
supporting them with basic mathematical skills?
• What kind of supports would you provide for a student with a 504 in place?
Learners who were unable to demonstrate mastery of this assignment may benefit from reviewing
these resources:
• “Multi-Tiered Systems of Support (MTSS) Questions and Answers” by Texas Education Agency
• “Resource links on MTSS/RTI” by Texas Education Agency Special Education Information Center
Canvas pages to revisit:
• 4E-4.25 Tiered Support for Students Receiving Special-Education Services
• 4E-4.27 Tiered Support for Students Receiving Special-Education Services: Key Questions
• 4E-4.29 The Classroom Teacher’s Role in Supporting Students with an Individualized Education Program
(IEP)
• 4E-4.30 Tiered Support for Students Receiving Section 504 Support
• 4E-4.31 Tiered Support for Students Receiving Section 504 Support: Key Questions
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4E-4.33 “Our last two groups of students who are served in multi-
Tiered Support for tiered support systems are students identified as gifted
N/A
Students Identified as and talented and those identified as twice-exceptional.
Gifted and Talented Let’s focus on gifted and talented students first.”
Encourage participants to follow along or call on

individuals to read aloud the definition of a gifted and
talented student.
“A gifted and talented student is a child or youth

who performs at or shows the potential for performing
at, a remarkably high level of accomplishment when
compared to others of the same age, experience, or
environment and who
• exhibits high-performance capability in one or more
of these domains: intellectual, creative, artistic,
leadership, or academic; and
• possesses an unusual capacity related to cognitive,
4E-4.34
creative, effective, or behavioral capacities or traits.”
Tiered Support
N/A
for Students Identified “The use of data to identify students and to inform
as Gifted and Talented: instruction is imperative. When assessment data is used
Key Questions for the identification of special academic needs, it is
critical that consideration be given to how that data will
be used to make a referral for identification. Here is a
list of some characteristics of young gifted readers that
assessments can demonstrate:
• Above-average performance on standardized, IQ
tests or performance-based assessments
• Ability to read texts that are more difficult than
their peers
• Advanced discrimination and generalization
abilities with effective reading strategies
• Able to use context and picture cues successfully
to aid word identification and comprehension.”
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“In Texas, the equitable identification of gifted students

from all populations is a priority for all school districts.”
“Look at the visual animation on Canvas page

4E-4.35. Read the recommendations from the National
4E-4.35
Association for Gifted Students about equitably
Culturally and
Electronic Device identifying and serving Culturally and Linguistically
Linguistically Diverse
Diverse (CLD) students.”
Gifted Learner
If time allows, participants can discuss this question with
their colleagues. “What is something you could do in
your classroom to support gifted students from diverse
backgrounds in developing strong academic identities?”
“Gifted and talented identification is an educational need

determined by both qualitative AND quantitative data.
The curriculum provided should challenge, enrich, and
accelerate the student as appropriate.”
“On your own or with a partner, read the definitions of

4E-4.36 Electronic Device acceleration and enrichment on Canvas page 4E-4.36.”
Differentiated Instruction “As you read, you may choose to locate the corresponding
for the Accelerated Participant page in your Participant Notebooke and record the
Learner Notebook definition, along with a few strategies for each to help
you remember the difference between these terms.”
Participants should have about 2 minutes to read

and write these definitions. If time allows, call on one
participant and ask for a quick explanation of the
two terms.
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“To support you in planning and implementing instruction

for your gifted and talented learners, the Texas Education
Agency has created the Teacher Toolkit to help with
differentiated instruction and navigation of research
skills for accelerated learners. The toolkit provides a
4E-4.37 sequential approach to research, project design, and
Participant
Gifted and Talented development, along with a sample of resources for
Notebook
Support instruction in the four core-content areas.”44
“You may also refer to the appendix of your Participant

Notebook for additional resources in supporting gifted
and talented, as well as all of the specified learners we
have discussed.”
Give participants 3 minutes to complete the CfU: Gifted

and Talented Students.
As participants complete their CfU, review the item

4E-4.39
analysis of your cohort to identify any misconceptions.
Check for Understanding: Electronic Device
Briefly confirm answers as a whole group. (Correct
Gifted and Talented
Students
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Assignment Title: Gifted and Talented Students
Canvas Connection: 4E-4.39 Check for Understanding: Gifted and Talented Students
Big Ideas
plan instruction.
• confusing the traits and domains of giftedness; or
• misunderstanding how to differentiate assessment and interventions for gifted learners.
Coaching Stems
• When a gifted student has difficulty with a skill, how do you support that student?
• What types of data can we collect to learn more about a gifted student?
• What is the difference between traits and domains of giftedness?
Learners who were unable to demonstrate mastery of this assignment may benefit from reviewing
these resources:
• TEA Gifted Talented Education
• Texas G/T Program Implementation Resource
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4E-4.40
Tiered Support “The final group of students we will discuss is twice-
N/A
for Students Identified exceptional students.”
as Twice- Exceptional
“Twice-exceptional learners are students who perform

at, or show the potential for performing at, a remarkably
high level of accomplishment when compared to others
of the same age, experience, or environment AND
have one or more disabilities as defined by federal or
state eligibility.”
4E-4.41
Twice Exceptional: N/A “The ramifications of overlooking a twice-exceptional
Key Questions child are significant. Efforts to curb special education
services for students with disabilities have undermined
the identification of gifted children with disabilities:
the twice-exceptional child. Once missed for special
education services, the child is less likely to be identified
later, and a promising educational trajectory may
be compromised.”
“Now let’s talk about the ‘now what?’ We’ll ground

this discussion in the Assessment-Instructional Cycle,
especially to Data Interpretation and Planning
and Implementation.”
“When attempting to meet students where they are,
teachers can either adjust what students are expected
to learn (the curriculum) or how the teaching happens
4E-4.42 (the instruction). Four terms are commonly used when
Now What? Planning and N/A we talk about these adjustments to provide appropriate
Implementing Instruction support for individual students. The terms differentiating,
scaffolding, accommodating, and modifying are often
used interchangeably but carry specific meaning related
to planning, provision, and implementation of instruction
and assessment of student knowledge and skills. Notice
the definitions of these terms in the tabs at the bottom
of the page. You will use the definitions of these terms
for our next activity.”
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“We are going to return to the student profile for Darious

on Canvas page 4E-4.38. You will also need the page
titled Now What? Planning and Implementing Instruction,
in your Participant Notebook.”
“In your notebook, you will see a chart with a column for
gifted and talented learners and a column for learners
experiencing difficulties. In the first column, you will
briefly define the terms differentiating, scaffolding,
accommodating, and modifying. You can find these
definitions on Canvas page 4E-4.42.”
You may want to stop and provide time for participants
4E-4.38 to write these definitions before continuing. To save time,
Gifted and Talented you may alternatively provide summarized definitions for
Student Portfolio: participants.
Darious (Displayed) “Next, read Darious’s portfolio data. As you are reading,
add ideas to the chart for differentiating, scaffolding,
4E-4.42 accommodating, and modifying activities and
Now What? Planning and assignments to support Darious. Refer to the tabbed
Participant content on page 4E-4.42 titled ‘Gifted and Talented
Implementing Instruction
Notebook Learner’ if you need additional ideas.”
Electronic Device You may want to stop and allow participants to complete
this activity before continuing.
In Presentation course,
notice this Canvas page “On Canvas page 4E-4.42, there is another tab titled
is out of sequence. It is ‘Learner Experiencing Difficulties.’ Read this brief
portfolio on Jaclyn. As you read, fill in the third column
important for presenters of the chart with examples of how Jaclyn’s teacher
to be able to flip back differentiated, scaffolded, accommodated, and modified
and forth between 4E- literacy activities and assignments to support Jaclyn.”
4.38 and 4E-4.42. After participants have completed the chart in
their Participant Notebook, ask them to process the
information they recorded for differentiating, scaffolding,
accommodating, and modifying instruction for these two
students.
“Let’s summarize the information in this chart. What
are the main points we should remember about
differentiating instruction for these two student groups?”
Ask volunteers to offer summary statements for the whole
group.
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“Teachers can also support their students’ learning needs

through flexible grouping. Types of grouping are teacher-
led small groups, cooperative groups, partner work, and
4E-4.45 individual work.”
Flexible Grouping N/A
Formats “What are some ways Darious and Jaclyn’s teachers used
flexible grouping to support these children?”
Give participants about a minute to answer.
“Teachers also differentiate instruction by adjusting

the content students learn, the process through which
they learn the content or the products students use to
demonstrate learning.”
Participant
4E-4.46 “How did Darious and Jaclyn’s teachers differentiate
Notebook
Differentiated Instruction instruction by adjusting the content, process,
Electronic Device or product?”
Point out that some ideas for differentiating through

content, process, and products are on the “Instructional
Elements” tab. Then allow participants to discuss the
above question with a partner.
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“When teachers offer a range of supports to meet

the needs of each student, they are creating what some
educators call a ‘differentiated classroom.’”
“We are going to take the next 10 minutes to discuss the

features of a differentiated classroom.”
“Using what you have learned in this module and the

list of attributes of a differentiated classroom located on
4E-4.47 this page, briefly describe 3 features of differentiation
Discussion: that you will now work to integrate into your
N/A
The Traditional vs.The instructional decisions.”
Differentiated Classroom
In triads, give participants up to 10 minutes to discuss the
3 features of differentiation that they will integrate into
their instructional decisions.
LISTEN FOR
I commit to creating an inclusive, differentiated classroom
that honors and respects my students’ diversity and assets.
I commit to implementing STR strategies, including [any of
the strategies identified and described within this module].
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Discussion Title: The Traditional vs. The Differentiated Classrooms
Prompt
When teachers offer a range of supports to meet the needs of each student, they are creating what some
educators call a “differentiated classroom.” No two differentiated classrooms are identical, but there are similar
features. Consider the features of a differentiated classroom adapted from the Iris Center, Peabody College,
Vanderbilt University.
• Instruction is student-centered and responsive to students’ interests, areas of strength, and
instructional targets.
• Different grouping formats (e.g., whole group, small group, and pairs) are used for instruction.
• Teachers employ flexible grouping practices based on the students’ learning needs and interests.
• Teachers assign challenging and engaging tasks to everyone in the class.
• Instruction is provided in multiple ways (e.g., via lecture, modeling, hands-on, and visual representations).
• While aligning with grade-level standards, instructional tasks are designed to address students’ needs
and differences.
• The teacher uses a variety of materials (e.g., textbooks from multiple grade levels and computer software)
to present information.
• The teacher offers several assignment choices.
• Although the teacher may give a written test at the end of the unit, he also provides the students with
several options (e.g., written report, model, and video) to demonstrate their knowledge.
• In addition to summative assessment, the teachers use formative assessment to guide instruction.
• “Fair” means that each student works on a task, which may be the same or different than their peers’ task,
to meet his or her needs.
• “Success” refers to an individual student’s academic growth.
Using what you have learned in this module and this list of attributes of a differentiated classroom, briefly describe
three features of differentiation that you will now work to integrate into your instructional decisions.
Canvas Connection: 4E-4.47 Discussion: The Traditional vs. The Differentiated Classroom
Big Idea
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If learners have a difficult time describing three features of differentiation, they may be
• unfamiliar with the research supporting a differentiated classroom; or
• lacking a willingness to try new approaches to their traditional classroom.
Evidence of Transfer
Learners are likely to transfer the content learned to their classroom if their post includes
• a description of three features of differentiation;
• features of differentiation that support students based on data-based needs; and
• justification or explanation for choosing certain features of differentiation.
Redirection
Learners may need additional coaching if their responses include
• focusing on adjusting instruction for every student;
• confusing differentiation with individual education plans; or
• adjusting instruction for all students in the same way.
Coaching Stems
• How would you change your questioning for students who struggle with vocabulary compared to students
with a large vocabulary?
• What would instruction look like for a group of students who struggle hearing individual sounds within
words? How would this instruction look different for other students in the class?
• How could you adjust the environment for a student that has difficulty focusing when reading?
Learners who were unable to demonstrate mastery of this discussion may benefit from reviewing these resources:
• “Reading Rockets: What is Differentiated Instruction?” (Tomlinson 2000)
• “Reading Rockets: Differentiated Instruction in Reading” (Access Center 2004)
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The time allotted for closing the module and the posttest is 20 minutes.
LEARNER
MATERIALS
Close the session by reviewing the module’s big ideas.

Module 4E: Summary N/A Provide directions for the remainder of the day and/or the
following day, if applicable.
K5 Module 4E:
Using Assessment Data
to Inform Instruction Direct participants to complete the posttest and the
Posttest Electronic Device
evaluation survey.
Module 4E: Evaluation
Survey
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Appendix
In the appendix, you will find additional handouts and resources needed to facilitate a meaningful professional
development session. These tools and resources are not available in your participants’ Canvas course.
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Assessment Categories and Terminology
(Page 1 of 3)
Use the following pages for the interactive study on Session 4E-1.8. Canvas pages are listed for each topic of study
as well as additional space if you choose to take notes. It is important to note that all terminology may be used on
the post-assessment at the conclusion of the module.
FORMATIVE & SUMMATIVE CRITERION & NORM-REFERENCED
Canvas Pages 4E-1.8 Formative and Summative 4E-1.10 Criterion-Referenced and Norm-
Assessments Referenced Assessments
4E-1.11 Criterion-Referenced Literacy
4E-1.9 Examples of Formative Assessment Assessments
4E-1.12 Norm-Referenced Literacy
Assessments
4E-1.13 In Action: Norm-Referenced
Assessments
Key Ideas
Take-aways
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(Page 2 of 3)
QUANTITATIVE & QUALITATIVE STATISTICAL TERMINOLOGY
Canvas Pages 4E-1.14 Qualitative Data 4E-1.19 Statistical Terminology

4E-1.15 Opportunities to Collect Qualitative
4E-1.20 Applying Statistical Terminology to
Data
Instructional Decisions
4E-1.16 Collecting Data Aligned with the
ELPS
4E-1.17 Quantitative Data
4E-1.18 Quick Check: Types of Data
Key Ideas
Take-aways
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(Page 3 of 3)
RELIABLE-VALID-EQUITY
Canvas Pages 4E-1.21 Thinking Critically About Assessment Tools
4E-1.22 Ensuring Reliability and Validity
4E-1.23 Equity
4E-1.24 Assessment Considerations for ELs
Key Ideas
Take-aways
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(Page 1 of 2)
Graphic Organizer for 4E-2.2
Each group receives one graphic organizer (page 1 of 2) and a pre-cut set of cards (page 2 of 2). Participants will
place the screening description card in the correct spot.
Screener Use
Screening Characteristics Screening Limitations
.Real-World Application
State Requirement for Dyslexia
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(Page 2 of 2)
Cards for 4E-2.2
Imagine you are in a waiting room in a doctor's office. Each patient has their temperature, weight, and blood pressure
taken by a nurse. Based on the screening results, the doctor may determine the need for additional testing. The doctor in
this scenario has “screened” who may be at risk of needing further diagnostic evaluation based on the initial screening.
Similarly, we use screeners as “thermometers” to quickly assess if a student is at risk for reading difficulties and may
need further diagnostic testing.
Not a diagnostic assessment Provide a quick snapshot of student performance

Not comprehensive Identify “red flags” or predictive variables of future
Does not inform specific instructional practices reading performance
Brief
Reliable and valid
Cost-effective
TEC §38.003 (a) requires students to be screened or tested, as appropriate, for dyslexia and related disorders at
appropriate times in accordance with a program approved by the State Board of Educators. Screening for dyslexia per
TEC §38.003 must occur at the end of the school year of each student in kindergarten and by January 31st for each
student in first grade.
On-grade-level screeners should always be used at the beginning of the year to determine which students are on
level and which students may be at risk for reading difficulties. Data collected from screeners can support teachers
and instructional teams in determining which children would benefit from further diagnostic assessment, targeted
instruction, and intensive intervention as quickly as possible. Screening may also be conducted at the middle or end
of the year depending on district guidelines. Specific subtests within a comprehensive diagnostic tool may make up
a screening (check publisher guidelines). Unless otherwise stated in a student's Section 504 special education plan,
students are screened for reading difficulties using the universal screener.
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4E-2.15 Match Assessment Tools with Scenarios
Answer Key
ASSESSMENT TYPE SCENARIO
Screener In the third week of school, Mr. T wants to know if Max is at risk of having any
reading difficulties. He gives an assessment that will predict areas of need.
Progress Monitor Mr. T provides Max with additional targeted instruction focused on beginning blends.
Mr. T tracks Max’s growth from week to week to make sure his instruction is effective
to meet Max’s needs.
Diagnostic Mr. T uses an assessment to confirm and determine Max's particular difficulty in
decoding words. He uses this assessment data to plan for his small-group instruction.
Benchmark of The district in which Mr. T teaches gives assessments multiple times each year to
Interim Assessment evaluate students’ achievement against specific grade-level standards and learning
objectives. In January, Mr. T collects data that compares Max’s growth from the
beginning of the year to the middle of the year.
End-of-Year Mr. T can use his class data from the April/May administration of an assessment to
Assessment evaluate a students’ performance relative to a set of grade-level standards. The data
can also be used to compare his students’ growth to the achievement of students
across the school and district.
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4E-3.5 Collecting Literacy Data
v3.0
I feel confident
Ways I assess How often do I New ideas on assessing
Reading/Writing collecting data
this area of literacy assess this area this area of literacy
Component for this literacy
of literacy?
component
Oral Language
and Vocabulary
Phonological
Awareness
Alphabet
Knowledge
89
Decoding,
Encoding, and
Word Study
Reading Fluency
Reading
Comprehension
Written
Composition
Tiered Supports for Student Populations Recording Sheet
Use the space provided below to jot down key ideas and take-aways as you review the information provided
in Canvas.
STUDENTS IDENTIFIED AS STUDENTS WITH STUDENTS WITH DYSLEXIA

EMERGENT BILINGUALS READING DIFFICULTIES AND/OR DYSGRAPHIA
4E-4.11–4E-4.14 4E-4.15–4E-4.18 4E-4.19–4E-4.23
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MO D U L E 4E

Participant Notebook Pages

ESTIMATED COMPLETION TIME

Additional Handouts: (found in Appendix):

AGENDA ITEM MINUTES NOTES

Pretest 15 minutes Provide participants with 15 minutes to complete their pretest.

Close the session by reviewing the module’s objectives and big

Posttest & Provide participants with 15 minutes to complete their posttest

Welcome participants. Introduce Module 4: Using

“This module also covers ways to support students in

The time allotted for Chapter 1 is 58 minutes.

Introduce Chapter 1: Fundamentals of Data and Assessment.

“As educators, we routinely use a variety of assessments

“As you may recall, the Simple View of Reading explains

Give participants 1 minute to discuss with a table partner

“Too often when we hear the word ‘assessment,’ we

“Effective assessment is more comprehensive than a

“When we thoroughly assess a student’s literacy

“The scientific teaching of reading not only involves an

“The literacy assessment process contributes to students’

“In a healthy literacy community, like those you learned

CfU and Posttest Information

“Assessment, including screening, diagnostic assessment,

“Analysis and interpretation of this assessment data

Play the video.

Give participants 30 seconds to share with a partner one

CfU and Posttest Information

“Assessment is only valuable if you use it thoughtfully

“Data needs to accurately reflect and describe a student’s

“We must also collect data from multiple sources.

Direct participants to Canvas page 4E-1.5 to download and

To extend learning, you may choose to have participants

“The literacy-assessment process is complex.

CfU and Posttest Information

“To plan instruction for our diverse classrooms, we

If time allows, direct participants to click the plus icons

CfU and Posttest Information

“We will now engage in an interactive study

4E-1.14 Qualitative Data Group participants. To form groups of 10: Have

Continued from the Continued from the previous page.

4E-1.19 Statistical The remaining 15 minutes should be used for group

4E-1.20 Applying Remind participants that the handout Assessment Types

4E-1.21 Thinking Critically PROTOCOL

Each group has 3 minutes allotted for

As each group finishes their presentations, collect their

“In this chapter, you reviewed the key purposes and

CfU and Posttest Information

Continued from the previous page.

Ask 1 volunteer to share with the whole group their

You may use the guidance on the following page to support

Grading: Moderate, respond, and give credit.

Canvas Connection: 4E‐1.26 Discussion: Literacy‐Assessment Process

The time allotted for Chapter 2 is 51 minutes.

Module 4E: Chapter 2 - Introduce Chapter 2: Literacy Assessment Tools and

“Let’s begin Chapter 2 by considering the assessment

Video: As teachers, we are continually collecting, analyzing, and

Participant Play the video. Encourage participants to take

“We will learn more about each assessment in more

CfU and Posttest Information

“A reading screening is a quick assessment to predict

CfU and Posttest Information

“In this chapter, the term diagnostic assessment does not