MO D U L E 4B

Comprehensive
Facilitator Guide VERSION 3.0

Using Assessment
Assessment Dat
Data to
to Inf
Inform Instruction
Instruction
 Module 4B: 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
• 4B-1.28 Prepare discussion questions for learners to respond in small groups (on charts, whiteboards, or
index cards).
• 4B-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 84-85.
• 4B-3.21 Download and print the appropriate number of copies for your cohort group: Using Assessment
Data Checklist (Bilingual Spanish/ English).
• 4B-3.21 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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 Module 4B: Using Assessment Data to Inform Instruction
With Tiered Levels of Support
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,
understanding no assessment is one-size-fits-all.

The purpose of this module is to support 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
learning. 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.

The samples provided in these modules do not intend to promote a specific type of assessment. We know that
school districts can choose assessment tools that best fit their needs within those provided in the Commissioner’s
List. We encourage you to look at the diagnostic or progress monitoring assessments you use on your campus.
Notice what skills are being assessed and how the students’ results are being analyzed.

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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.

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: Text File of Interactive Flowchart
• 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
• Screening Matching Activity
• Match Assessments Tools with Scenarios Answer Key
• Fact or Fiction: Bilingual Education 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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 Module 4B: Using Assessment Data to Inform Instruction
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 Assessment
51 minutes • Teachers must be knowledgeable about assessment to
Tools and Procedures
make informed decisions to promote students’ literacy
for Tiered Support
development.
• A comprehensive collection of data paints a rich picture of
students’ strengths and needs.

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 AGENDA ITEM MINUTES NOTES

CHAPTER OBJECTIVE
• Use the Assessment-Instructional Cycle to inform instructional
Chapter 3: decisions.
The Assessment- 42 minutes CHAPTER BIG IDEA
Instructional Cycle • 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
Chapter 4: • Collaboration among building professionals is essential
169 minutes
Tiered Supports 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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 Module 4B: Using Assessment Data to Inform Instruction
With Tiered Levels of Support
Session Plan
The time allotted for introducing Module 4B and the pretest is 20 minutes.

LEARNER
CANVAS PAGE TALKING POINTS
MATERIALS

Module 4B: Using Welcome participants. Introduce Module 4: Using

Assessment Data to N/A Assessment Data to Inform Instruction.
Inform Instruction - Share the module objectives.
Overview

“This module also covers ways to support students in

special populations, such as multilingual learners and
students with dyslexia.”
Module 4B:
“Remember from previous learning, research says that
Assessment
N/A with effective instruction, 95% of students will learn how
Considerations for Special
to read. This figure is representative of ALL students.”
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 4B:
Using Assessment Data to
Electronic Device Direct participants to complete the pretest.
Inform Instruction
Pretest

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 Chapter 1: Fundamentals of Data and Assessment

The time allotted for Chapter 1 is 58 minutes.

LEARNER
CANVAS PAGE TALKING POINTS
MATERIALS

Introduce Chapter 1: Fundamentals of Data and

Assessment.
Module 4B:
Chapter 1: Fundamentals N/A “In this chapter, we will identify key assessment concepts
of Data and Assessment - and terminology.”
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
reading skills along a continuum. As biliteracy teachers,
we must look at these components to understand how
4B-1.1 they connect to teaching literacy in two languages and
Participant
Linking the STR to to consider the implications for our practice. In Chapter
Notebook
Data, Assessment, and 3 of this module, we will connect this model to student
Instruction reading profiles through the use of the Assessment-
Instructional Cycle.”

“Reflect on the assessments you use in your classroom.”

Give participants 2 minutes to fill out the KWL chart, found

on the corresponding page of their Participant Notebook,
as they evaluate their knowledge about assessments.

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
CANVAS PAGE TALKING POINTS
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.”

“As biliteracy teachers, when we thoroughly assess

a student’s biliteracy processes—their reading, writing,
speaking, and listening—we create a rich picture of a
student’s strengths and instructional needs. That picture
can guide our instructional decisions.”
4B-1.2
Literacy Assessment: N/A “The scientific teaching of reading not only involves an
The Big Picture approach to assessment that acknowledges cultural,
linguistic, and social-emotional influences but also
focuses on using assessment data about the components
of literacy (e.g., phonological awareness, fluency,
spelling, etc.).”

“We cannot forget that for emergent bilinguals, these

components are developed through metalinguistic
awareness and cross-linguistic connections. Therefore,
they must be assessed in both languages allowing
students to use their full linguistic repertoire when the
assessment allows it.”

CfU and Posttest Information

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 LEARNER
CANVAS PAGE TALKING POINTS
MATERIALS

In assessment, as in other aspects of our support for

literacy learners, we need to think deeply about the
complexities of multilingualism.”

“Bilingual students’ learning and literacy profiles should

reflect their combined knowledge and proficiency across
languages. This means considering these students’
literacy progress in the two languages of instruction
4B-1.3 as the full representation of their abilities rather than
Assessment: Considering treating them as ‘two monolinguals in one.’”69
Monolingual Versus Electronic Device
“As educators, we should be looking at our students’
Multilingual Perspectives
linguistic background experiences to inform our
Participant
instruction and assessment practices. In this module, we
4B-1.4 Notebook
will explore ways to use informal and formal assessments
Assessment: Considering
to measure learners’ bilingualism and proficiency levels
Bilingual Trajectories
to guide instruction.”

“Read the quote presented on Canvas page 4B-1.4, then

reflect on the following question: How is this insight
implemented in the assessment and instructional
decisions in your district or on your campus?”

Give participants 4 minutes to reflect on the quote. If time

permits, they may share with their table.

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 LEARNER
CANVAS PAGE TALKING POINTS
MATERIALS

“Historically, most educational and testing contexts

have been dominated by a monolingual paradigm in
which multilingualism and multilingual practices often
have been ignored; therefore, it is important to match
the language of assessment to the purpose of the data
analysis.”

4B-1.5 “Even though it is important to measure the four broad-

The Language(s) of the language domains in both Spanish and English to guide
Assessment Should N/A instruction, it is unnecessary for each literacy skill, such
Reflect the Goal of the as phonological awareness.”
Assessment
“Emergent bilinguals use all their linguistic repertoire to
address everyday tasks. However, one-language-only
assessments limit their opportunity to show all that they
know. Throughout each module, you will find specific
guidance on assessment practices for multilingual
learners to inform instruction and to meet the goal of full
bilingualism.”

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 LEARNER
CANVAS PAGE TALKING POINTS
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
Electronic Device effective instruction.”
4B-1.6
Introduction to the “The Assessment-Instructional Cycle provides meaningful
Participant
Assessment-Instructional feedback about a student’s skill level.”
Notebook
Cycle
Take a moment to review Canvas page 4B-1.6,
Introduction to the Assessment-Instructional Cycle.
Review the stages of the Assessment-Instructional Cycle.”

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.

CfU and Posttest Information

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 LEARNER
CANVAS PAGE TALKING POINTS
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
Electronic Device patterns in the data might mean for individual students’
4B-1.7
Participant development or for group trends. These interpretations
Using Data
Notebook can deepen their understanding of students’ reading
to Inform Instruction
and writing development and improve their
instructional decisions.”

Direct participants to Canvas page 4B-1.7 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 use several terms to help
clarify their communication about the assessment
process and how it informs instructional decisions in
4B-1.8 classrooms, as well as larger programmatic decisions.
Participant These terms refer to types of data, assessment tools, and
Making Sense of Data:
Notebook assessment processes. ”
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
CANVAS PAGE TALKING POINTS
MATERIALS

“To plan instruction for our diverse classrooms, we need

to gather data that builds a rich biliteracy profile for each
student. Then, we analyze the data and interpret what
we are learning about the student’s strengths and needs.
Our interpretations must take into account the influences
on the student’s biliteracy performance, like possible
biases and limitations in the assessment. We must also
observe the approximations and biliterate connections
students are making that might not be easily identified
through an assessment. Finally, we are ready to create
the student’s biliteracy profile.”

“Biliteracy profiles take many forms: a brief narrative

that captures the most important features of a students’
progress or a list of summary statements about the
4B-1.9 Participant various components of biliteracy with evidence from
Making Sense of Data: Notebook the various types of data you are gathering. A profile
Developing a Biliteracy might include significant background information, such
Profile Electronic Device
as the examples in the graphic presented on Canvas
page 4B-1.9”

“In your Participant Notebook, on the page titled Making

Sense of Data: Developing a Biliteracy Profile, you will
find an example template you can use to set up literacy
profiles for your students.”

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.

Encourage participants to fill in this activity with a

bilingual student in mind, noting that a bilingual teacher
often needs to know this information in 2 languages to
demonstrate the complexities of being biliterate.

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 LEARNER
CANVAS PAGE TALKING POINTS
MATERIALS

Participants will advance through the slides as needed

4B-1.10 Formative and
in order to research their chosen topic and create an
Summative Assessments
anchor chart.
4B-1.11 Examples of
“We will now engage in an interactive study
Formative Assessment
on various assessment categories and assessment
4B-1.12 Criterion- terminology.”
Referenced and Norm-
“In a moment, I will help you form breakout groups of
Referenced Assessments
10 people. You will then partner up with someone
4B-1.13 Criterion- within your group to research one of the following
Chart Paper
Referenced Literacy assessment topics:
Assessments Markers • Formative & Summative,
• Criterion & Norm-Referenced,
4B-1.14 Norm- Electronic Device • Quantitative & Qualitative,
Referenced Literacy • Statistical Terminology,
Handout:
Assessments • Reliable-Valid-Equity.”
Assessment
4B-1.15 Qualitative Data Categories and “You and your partner will be responsible for creating an
Terminology anchor chart over your topic of study to present to your
4B-1.16 Opportunities to (found in the
Collect Qualitative Data original group of 10.”
Appendix on
4B-1.17 Collecting Data pages 81-83) Remind participants that the handout Assessment Types
Aligned with the ELPS and Terminology provides Canvas pages for reference and
Participant a space for them to take notes.
4B-1.18 Quantitative Data Notebook
PROTOCOL
4B-1.20 Statistical
TIME ACTION
Terminology

4B-1.21 Applying 2 minutes Read the provided directives.

Statistical Terminology to Form groups.
Instructional Decisions
15 minutes Individual subgroups should use this
4B-1.22 Thinking Critically time to research their chosen topic and
About Assessment Tools craft their anchor chart.

CfU and Posttest Information

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 LEARNER
CANVAS PAGE TALKING POINTS
MATERIALS

Continued from the previous page.

TIME ACTION
4B-1.23 Ensuring
Reliability and Validity 15 minutes Subgroups will present their topic and
anchor chart to the collective group
4B-1.24 Equity of 10. Participants may choose to use
the provided handout for note-taking
4B-1.25 Assessment while groups present.
Considerations for Each group has 3 minutes allotted for
Emergent Bilinguals their presentation. (3 X 5 = 15)

4B-1.26 Selecting, 32 minutes Total

Adapting, or Developing
English Assessments As each group finishes their presentations, collect their
for Emergent Bilingual anchor charts. Post charts around the room by topic—all
Students 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.

CfU and Posttest Information

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 LEARNER
CANVAS PAGE TALKING POINTS
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 throughout the year?”
• “How can you use student reading data to inform your
instructional practices?”

Add this question to the above questions in the prompt

• “What assessment practices do you use in your
4B-1.28 Discussion: classroom, on your campus, and in your district to
Chart Paper
Literacy-Assessment support bilingual and biliteracy development of
Process emergent bilingual students?”

Give participants up to 5 minutes to discuss the prompt

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-biliteracy 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 in each
language. An assessment tool that is not valid, reliable,
or inequitable can lead to poor outcomes.

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 LEARNER
CANVAS PAGE TALKING POINTS
MATERIALS

Continued from the previous page.

• If participants’ responses are not aligned to the

response above, direct them back to 4B-1.9 Making
Sense of Data: Developing a Biliteracy Profile, 4B-
1.22 Thinking Critically About Assessment Tools, 4B-
1.24 Equity, 4B-1.25 Assessment Considerations for
emergent bilinguals, 4B-1.26 Selecting, Adapting, or
Developing English Assessments for Bilingual Learners,
and/or 4B-1.27 Considerations for High-Stakes Testing.

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. 2 minutes.

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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: 4B‐1.28 Discussion: Literacy‐Assessment Process

Big Ideas
• Teachers must be knowledgeable about assessment to make informed decisions to promote students’
biliteracy development.
• A comprehensive collection of data paints a rich picture of students’ strengths and needs.

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?

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Additional Resources
Learners who were unable to demonstrate mastery of this discussion may benefit from reviewing these
canvas pages:
• 4B-1.23 Ensuring Reliability and Validity
• 4B‐1.24 Equity
• 4B‐1.25 Assessment Considerations for Emergent Bilinguals
• 4B‐1.27 Considerations for High‐Stakes Testing

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 Chapter 2: Literary Assessment Tools and Procedures for Tiered Support

The time allotted for Chapter 2 is 51 minutes.

LEARNER
CANVAS PAGE TALKING POINTS
MATERIALS

Module 4B: Introduce Chapter 2: Literary Assessment Tools and

Chapter 2: Literary Procedures for Tiered Support.
N/A
Assessment Tools and
Procedures for Tiered Share the chapter objective.
Support - Overview

“As teachers, we are continually collecting, analyzing, and

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

“We will learn more about each assessment in more

detail as we navigate the chapter content.”

“A reading screener 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
4B-2.2 Optional Handout: screener’ and describe how screeners are used.”
Screening Screening
Matching Activity SCREENING ACTIVITY (select one activity)
4B-2.3 • Independent—you may choose to have participants
(found in the
Screening Example independently review the drop-down menu from
Appendix on
pages 84-85) Canvas page 4B-2.2, or
• Interactive—as a table group or with a partner,
participants complete the matching activity from
Appendix pages 84-85.

CfU and Posttest Information

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 LEARNER
CANVAS PAGE TALKING POINTS
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 plan whole-class, small-group, and individual-
student instruction.”
Videos:
4B-2.5 Tejas LEE, “Texas Education Code §28.006, Reading Diagnosis,
Diagnostic Assessments: Kindergarten requires assessment of reading development and
Diagnosing Literacy (1:19) comprehension for all students in kindergarten, first
Strengths and Needs grade, and second grade. This law also requires school
Tejas LEE, districts to administer a reading instrument at the
4B-2.6 First Grade beginning of seventh grade to students who did not
Free Diagnostic (1:21) demonstrate reading proficiency on the sixth-grade state
Instruments
Electronic Device reading assessment.”

“School districts have access to free diagnostic tools to

help them meet the House Bill 3 requirements.”

If time permits, play video for Tejas LEE - Kindergarten

(1:19) and video for Tejas LEE - First Grade (1:21). 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 screener provide for
the teacher?
• How might the teacher use the information from
this screener?

CfU and Posttest Information

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 LEARNER
CANVAS PAGE TALKING POINTS
MATERIALS

“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.
Task:
“Using the RTI Progress Monitoring Handout and Canvas
pages 4B-2.7 and 4B-2.8, collaborate with your group to
create an anchor chart with the following points: (modify
Electronic Device this list to meet your time limits)
• Define Progress Monitoring in your own words.
Chart Paper • Provide examples of what Progress Monitoring looks
and Markers like in your classroom.
4B-2.7 for each group
Progress Monitoring • Explain how Progress Monitoring supports teachers
Handout: and schools.
4B-2.8 RTI Progress • Evaluate data from Canvas page 4B-2.8 and the
Progress Monitoring Monitoring (found handout provided to write at least two observations
in Action on Canvas page: for each student that would be essential for guiding
4B-2.8 Progress future instruction.”
Monitoring OPTIONAL ADDITION TO ANCHOR CHART
in Action) 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.

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“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
4B-2.10 and formative assessments.”
Benchmark or N/A
“Data from benchmarks help teachers and schools
Interim 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 4B-2.11.

“Open your electronic device to Canvas page 4B-2.11.

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
4B-2.11 cost to districts and charter schools and is not tied
Texas Formative Electronic Device to accountability.”
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.

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“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 a student’s 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
4B-2.12 from EOY assessments can help teachers, schools, and
N/A
End-of-Year Assessments districts: (You may choose to call on participants to
popcorn 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.”

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“An end-of-year assessment that 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
4B-2.13 complete portrait of students.”
Using the STAAR
Data Report Direct participants to Canvas pages 4B-2.13 and 4B-2.14.
Electronic Device
4B-2.14 “Open your electronic device to Canvas page 4B-2.13.
STAAR Data and the Here you will find information on how STAAR is scored.
Simple View of Reading On the next page in Canvas, 4B-2.14, you will find
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.”

“Take a quick moment to 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 independently review

Canvas pages 4B-2.13 and 4B-2.14.

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“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 4B-2.16. This activity can be completed individually
4B-2.16 Answer Key or with partners.
Quick Check: Match for Match
Assessments Tools “To complete the activity, you will review each
Assessments Tools with
with Scenarios assessment scenario and decide which assessment tool
Scenarios
(found in the should be used. Drag each assessment tool label in the
Appendix on left column to the rectangle of its matching scenario.”
page 85) Allow participants 2 minutes to complete the drag and drop
activity then briefly go over answers as a whole group.

An answer key is available on Appendix page 86.

Direct participants to complete the Check for

Understanding: Types of Assessment.

4B-2.17 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.

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Assignment Title: Check for Understanding: Types of Assessment

Grading: Canvas-graded

Canvas Connection: 4B-2.17 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.

Potential Misconceptions
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 them 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?

Additional Resources
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:
• 4B-2.2 Screening
• 4B-2.8 Progress Monitoring in Action
• 4B-2.10 Benchmark or Interim Assessments
• 4B-2.12 End-of-Year Assessments

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“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 look at English-Language-Proficiency 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:
• Home Language Survey
4B-2.18 • TELPAS
Collaboration is Essential • LAS Links Assessment.”
Electronic Device
4B-2.19 Language- “School districts should not rely solely on the use of a
Participant single language-proficiency assessment to determine
Proficiency Identification
Notebook children’s classification or instructional placements. By
and 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
4B-2.19. Here you will find a detailed description of
language-proficiency assessments. Take about 2 minutes
to briefly 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?”
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“Texas does not have an official formal Spanish

Language Proficiency Assessment. However, it is essential
to assess and monitor learners’ Spanish-proficiency
level in listening, speaking, reading, and writing when
planning and delivering data-driven instruction. Explore
4B-2.21 the accordion on Canvas page
4B-2.21 to learn more about monitoring proficiency
AssessingSpanish- Electronic Device
levels in Spanish.”
Language Profi ciency
Provide participants with time to review Canvas page
4B-2.21 independently or in partners. After reviewing, if
time permits, allow for a group discussion over what these
assessments look like at their campuses. Participants may
use the corresponding pages of their Participant Notebook
to support their learning.
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Participants will move through these 4 pages

independently or with a partner.

“Assessment for bilingual learners must consider

4B-2.22 Assessing the totality of what is known in both languages to
Bilingualism implement evidence-based instruction that supports the
(Display) development of both languages.”29
4B-2.23 “As you consider a bilingual student’s entire linguistic
Language-Acquisition repertoire to inform instruction, consider the following
Processes Electronic Device recommendations.
4B-2.24 • Pay attention to language-acquisition processes.
Participant
Use Data • Use valid and reliable tools.
Notebook
Across Languages • Teach across languages.
• Collect data across languages.”
4B-2.25
Consider the Totality: “We will now take some time to explore these
Combine Qualitative and recommendations in more depth.”
Quantitative Data “Review Canvas pages 4B-2.22 through 4B-2.25 and
reflect on each of the recommendations in your
notebooks.”

If time permits, you may choose to have participants

engage in a whole group discussion.

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“Open your electronic device to Canvas page 4B-2.26.

We are now going to examine a case study using literacy
and language assessment tools. You will find a case study
for Ana on 4B-2.26 and for Jennifer on 4B-2.27. You
will only be responsible for reviewing one case study in
Canvas. As you review the case study, evaluate how you
might assess this student with the questions provided
on the Canvas page. You may also use the corresponding
pages in your Participant Notebook to take notes.”

Direct participants to form groups of 4. In each group,

participants will form pairs. Pair A will review Ana’s
portfolio (i.e., 4B-2.26 Case Study: Ana’s Portfolio) and Pair
B will review Jennifer’s portfolio (i.e., 4B-2.27 Case Study:
4B-2.26 Jennifer’s Portfolio).
Assessing Bilingualism: Electronic Device
Participants will have 5 minutes to review their case study
Ana
Participant student’s portfolio and reflect on the guiding questions.
4B-2.27 Notebook
Then, participants will have 4 minutes (2 minutes per
Assessing Bilingualism:
case study student) to share their findings with their
Jennifer
small group.

PROTOCOL
TIME ACTION

1 minute Form groups of 4 and then, within the

group, form 2 pairs.

5 minutes Pairs review the portfolio of Ana

or Jennifer and consider the
student’s strengths and weaknesses
in each language. Encourage
participants to take notes in their
participant notebook.

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Continued from the previous page.

TIME ACTION

2 minutes Pair A shares their findings.

2 minutes Pair B shares their findings.

10 minutes Total

“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
4B-2.28 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

4B-2.29 education placement and services. It is important to note
The Admission, Review, that when a child receiving special education services is
N/A
and Dismissal (ARD) also identified as an emergent bilingual learner, the LPAC
Committee and ARD committees work together to make appropriate
educational decisions for the student.”

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 Chapter 3: The Assessment-Instructional Cycle

The time allotted for Chapter 3 is 42 minutes.

LEARNER
CANVAS PAGE TALKING POINTS
MATERIALS

Module 4B:
Chapter 3: The Introduce Chapter 3: The Assessment-Instructional Cycle.
N/A
Assessment-Instructional Share the chapter objective.
Cycle - Overview

“In Chapter 2, we learned about types of literacy-

assessment tools. In Chapter 3, we will consider how to
4B-3.1 use combined data from these assessment tools to inform
Using Data to Inform N/A instruction.”
Instruction
Review the various assessment tools and their purpose with
participants.

“Our goal is for all students to become more skilled,

confident, proficient, fluent, and successful in their
literacy journeys. To support progress in all those
4B-3.3 aspects of literacy, we can use the Assessment-
Revisiting the 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.”

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“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.”

Electronic Device Direct participants to Canvas page 4B-3.4.

4B-3.4
Deep Dive into the Participant “On Canvas page 4B-3.4, you will find an interactive
Assessment-Instructional Notebook hotspot containing questions you as a biliteracy teacher
Cycle can ask during each phase of the cycle. Review the
questions for each stage and consider how you currently
approach all these different stages and consider what
additional steps you could take to support your emergent
bilingual students.”

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During this section teachers will reflect on the current

practices they or their school use to assess the different
components of reading and writing. They will complete
the handout called Collecting Literacy and Language Data
to indicate the areas where they feel confident or need
assistance with determining strong assessment tools to
inform their instructional decisions. This reflection will
highlight the areas where they will want to learn more
as they begin the discussion about the different
assessment tools.

“Now, we will review each stage of the Assessment-

Instructional Cycle more in-depth.”

“Let’s begin by looking briefly at collecting data.

Teachers collect data to ensure students are making
Handout: reading and writing progress and meeting grade-level
4B-3.5 Collecting Literacy expectations. It is important to gather data from formal
Collect Literacy and and Language and informal assessments. Consider these components
Language Data Data (found in of reading and writing and think about how you collect
(Displayed) the Appendix data for these domains.”
on page 87)
Read the bulleted list of literacy domains from Canvas
page 4B-3.5 Collect Literacy and Language Data.

“Now you will spend 5 minutes thinking about how

you currently collect data on the different aspects of
literacy. You will use the handout Collecting Literacy
and Language Data to make notes of current practices.
You will also identify areas you may need assistance
with determining strong assessment tools to inform
your instruction.”

“Afterwards, 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
on your handout.”

Allow 3 minutes.

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Continued from the previous page.

After partner discussions, participants will complete the

handout Collecting Literacy and Language by adding new
ideas to the final column. This handout can be found in the
Appendix on page 87.

“After identifying which assessments you feel most

confident about and which you need assistance with, we
will now deepen and expand our knowledge on data
collection through a jigsaw activity.”
4B-3.7
Collect Data: Oral “To begin, you will form groups of 8 and divide Canvas
Language and Vocabulary page 4B-3.7 through 4B-3.10 among yourselves. You
(Displayed) will then have 3 minutes to review the content on
your assigned page. As you are reviewing the content,
4B-3.8 Collect Data:
Participant consider the key points you would like to share with your
Phonological Awareness
Notebook group. Your notebook provides a space for you to take
4B-3.9 Collect Data: notes as you review the content in Canvas and as you
Alphabet Knowledge Electronic Device listen to your group members present.”

4B-3.10 Collect Data: “You will each then have 2 minutes to share key points
Decoding, Encoding, and with your larger group of 8.”
Word Study
After the jigsaw activity is completed, bring the collective
group back together.

“As you continue throughout your Reading

Academies journey, each module will have assessment
information specific to that module’s domain.”

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“After collecting and organizing the data, you can analyze

student, classroom, and district-level data. As you ask
yourself the questions below about the data, notice and
note what you see, and use highlighters or sticky notes to
document any patterns.”

Direct participants to read and reflect on the bulleted list.

4B-3.11 If the screen is difficult for participants to read from, you
Electronic Device
Analyze Data may choose to direct them to Canvas page 4B-3.11.

“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.

4B-3.12
N/A Read the text on the Canvas page in its entirety.
Analyze Data Utilizing the
Simple View of Reading

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“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
• suggesting options for instructional scaffolds and
4B-3.13 differentiation focus on particular instructional
Electronic Device targets.”115
Interpret Data
Direct participants to Canvas page 4B-3.17, Interpret Data.
“Open your device to Canvas page 4B-3.17. Here you will
find a bulleted list of information about interpreting
data, as well as questions you can ask yourself when
interpreting student data. Take a quick minute to
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 4B-3.14.

“You will now have some time to look more closely at
how to interpret data. On Canvas page 4B-3.14, in the
Teacher Tool handout: Profiles of a Reader, you will find 4
reading difficulties students may face in your classroom.
Electronic Device
4B-3.14 More importantly, you will see what you as the teacher
Interpret Data: Looking Participant instructionally do to support students in overcoming
for Patterns Notebook these reading difficulties.”

Direct participants’ attention to the embedded resource,

Profiles of a Reader on the page.

“Take a few minutes to review the information in the

Teacher Tool handout: Profiles of a Reader.”

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Direct participants to advance to Canvas page 4B-3.15.

“Canvas page 4B-3.15 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
4B-3.15 flowchart independently. Click the YES and NO arrows to
Interpret Data: Do You explore instructional planning advice step by step or click
Have the Data You Need the Show full chart button at the bottom of the page to
to Make Instructional Electronic Device
reveal the entire flow chart.”
Decisions
If necessary, model clicking yes and no to show
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.

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“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
4B-3.16 shoulder partner.”
Participant
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.
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The following “As you plan and implement instruction, there are 4
handouts can general questions to answer.
be found on • What standards or skills are my students ready to
Canvas page: learn?
4B-3.17 Plan • How will I differentiate my lesson to meet
and Implement
students’ needs?
Resources for
Instructional • How should I group my students for instruction?
4B-3.17 Action • How will I scaffold students’ practice?
Plan and Implement
Instruction: Resources for Handout: Coaches and administrators may support your
Instructional Action Instructional instructional process by doing ‘walkthroughs’ to give you
Grouping feedback about what they see.”
Walkthrough Tool
Direct participants to review the handouts, Instructional
Handout:
Grouping Walkthrough Tool and Scaffolded Practice
Scaffolded
Practice Walkthrough Tool. Encourage participants to discuss how
Walkthrough Tool the tools can be implemented in their classroom with
a partner.

“Now, we will apply our learning by revisiting our 3

student case studies.”

Direct participants to Canvas page 4B-3.20.

“On Canvas page 4B-3.20, you will find the 3 student case
studies. Take about 4 minutes to review the information
4B-3.20 presented in Canvas. As you view each Assessment-
Electronic Device
Revisiting Our Students Instructional Cycle example, think about how each
student differs and the action steps the teacher plans on
taking to meet the needs of each student.”

Give participants 4 minutes to review the case study

student files. Encourage participants to discuss their
findings with a partner.

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Distribute handout (prepared before the session):

• 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).
• 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?
The following • What are your targets for professional growth in
handouts can be this area?
found on Canvas
page: 4B-3.21 “We will now reflect on what we have learned so far in
Discussion: Using the module and engage in a nonverbal discussion. To
4B-3.21
Assessment Data complete this ‘discussion,’ we will engage in a Chalk
Discussion: Talk protocol.”
Using Assessment Data Handout:
Assessment Data Group participants into groups of 6–8 people and direct
Checklist each group to one set of questions.

CHALK TALK
Chart Paper Explain that Chalk Talk is a silent activity where
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.

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Continued from the previous page.

“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.

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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: 4B-3.21 Discussion: Using Assessment Data

Big Idea
• A comprehensive collection of data paints a rich picture of students’ strengths and needs.

Potential Misconceptions
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.

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Coaching Stems
If learners are unable to describe how they support students, you may ask them the following questions:
• 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?

Additional Resources
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:
• 4B-3.3 Revisiting the Assessment-Instructional Cycle
• 4B-3.5 Collect Literacy and Language Data
• 4B-3.11 Analyze Data
• 4B-3.13 Interpret Data

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“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.”
4B-3.22 “Communicating with parents is a key component of
Communicating Literacy- building strong school and family partnerships.”
N/A
Assessment Results with
Families “When discussing concerns, using strengths-based
language allows us to communicate what children are
able to achieve and what skills they need to gain to meet
grade-level expectations.”

“Strengths-based language contributes to successful

school and family partnerships.”

Give participants 4 minutes to complete the CfU: Using

Assessment Data.

4B-3.23 As participants complete their CfU, review the item

Check for Understanding: Electronic Device analysis of your cohort to identify any misconceptions.
Using Assessment Data 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.

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Assignment Title: Using Assessment Data

Grading: Canvas-graded

Canvas Connection: 4B-3.23 Check for Understanding: Using Assessment Data

Big Idea
• A comprehensive collection of data paints a rich picture of students’ strengths and needs.

Potential Misconceptions
If learners have a difficult time understanding the best use of assessment data, they may be
• 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?

Additional Resources
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:
• 4B-3.17 Plan and Implement Instruction: Resources for Instructional Action
• 4B-3.22 Communicating Literacy-Assessment Results with Families

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 Chapter 4: Tiered Supports

The time allotted for Chapter 4 is 169 minutes.

LEARNER
CANVAS PAGE TALKING POINTS
MATERIALS

Module 4B: Chapter Introduce Chapter 4: Tiered Supports.

N/A
4: Tiered Supports - Share the chapter objective.
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)”
4B-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.”

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“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 4B-4.2.
4B-4.2
Components of the “All students, regardless of whether they receive tiered
Electronic Device supports, benefit from high-quality, evidence-based core
Three-Tiered Model of
Support reading and writing instruction provided within Tier 1:
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 4B-4.2 for additional resources related to multi-tiered
intervention.

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“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.”

“You will have about 5 minutes to read through Canvas

pages 4B-4.3 through 4B-4.6. These pages explain the
tiers of instruction and what this means for multilingual
students. As you read, write down some of the key
points in your Participant Notebook and discuss with a
4B-4.3
partner.”
Deeper Dive
into the Tiers After 5 minutes, bring the group back together. Ask the
(Displayed) following questions to check for understanding before
moving on.
4B-4.4
Screening and Progress “What is Tier 1 instruction? Who is responsible for
Monitoring for providing Tier 1 instruction?”
Participant
Multilingual Learners
Notebook Listen for: Core literacy instruction provided to EVERY
once Identified for MTSS
Placement and Services Electronic Device student; the classroom teacher.

4B-4.5 “What is Tier 2 instruction? When should Tier 2

Summary: Tiered Support instruction be provided?”

4B-4.6 Listen for: Additional, SUPPLEMENTAL instruction

Connecting Assessment for students reading somewhat below grade-level
to the Three-Tiered expectations; provided outside of the core literacy
Model of Support 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.

Continued on next page.

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MATERIALS

Continued from the previous page.

“When assessing, planning, and monitoring

instruction within MTSS for multilingual learners, what
are some factors you need to consider?”

Listen for: Factors to consider for multilingual learners

are explicit instruction, literacy skills in each language,
motivation, and familiarity with assessment formats,
topics, vocabulary, reading skills, reading strategies,
and purpose.

Give participants 3 minutes to complete the CfU:

Tiered Framework of Supports.
4B-4.7 As participants complete their CfU, review the item
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.)

You may use the following guide to support learners that

have difficulty with this quiz.

CfU and Posttest Information

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Assignment Title: Tiered Framework of Supports

Grading: Canvas-graded

Canvas Connection: 4B-4.7 Check for Understanding: Tiered Framework of Supports

Big Ideas
• 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.

Potential Misconceptions
If learners have a difficult time understanding tiered supports, they may be confusing the various levels of
tiered support.

Coaching Stems
If a learner is unable to demonstrate mastery of this quiz, you may ask them the following questions:
• 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?

Additional Resources
Learners who were unable to demonstrate mastery of this assignment may benefit from reviewing Using RTI
Effectively with English Language Learners and these Canvas pages:
• 4B-4.1 Three Tiers of Support
• 4B-4.2 Components of the Three-Tiered Model of Support
• 4B-4.3 Deeper Dive into the Tiers
• 4B-4.5 Summary: Tiered Support
• 4B-4.6 Connecting Assessment to the Three-Tiered Model of Support

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MATERIALS

“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
progress, and design appropriate instruction.
Assessments help us know which students are making
progress and which students need more intensive
4B-4.8 Participant instruction than they are currently receiving.”
Tiered Instruction: Notebook
A Problem Solving “With a partner, take 2 minutes to read through Canvas
Approach page 4B-4.8. As you read through these interactions,
discuss how your campus uses assessment 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.”
4B-4.9 “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:
4B-4.10 Tiered Support
• Tiered Supports for Emergent Bilingual Students
for Emergent Bilingual
• Tiered Supports for Students with Reading Difficulties
Students
• Tiered Supports for Students with Dyslexia and/
(Displayed)
or Dysgraphia.”
4B-4.11 Emergent
“You and your partner will have 10 minutes to review
Bilingual Students and
the information provided in Canvas for each student
Special Education Electronic Device
population. To ensure we are collaborating amongst our
4B-4.12 Language Participant cohort, you will review each student population with a
Difference or Disability Notebook different partner.”

4B-4.13 Second-Language Handout: “We will begin by partnering up with a ‘sole-mate’ or

Acquisition Tiered Supports someone in the room wearing similar shoes as you.
for Student Work together to explore Canvas pages 4B-4.10 through
4B-4.14 Additional
Populations 4B-4.16, focusing on tiered-supports for Emergent
Factors Influencing
(found in the Bilingual Students.”
Second-Language
Appendix on
Acquisition “You will have 10 minutes to
page 88)
• review the provided information;
4B-4.15 Considerations • discuss ideas and new understandings with
Before Referring your partner; and
Multilingual Learners • take notes in your notebook and on the Tiered
4B-4.16 Facilitating Supports handout if you choose to do so.”
Learning in a Bilingual Participants will advance through the slides at their own
Classroom pace with their partners. Traverse throughout the room,
checking in on groups as they review the information
provided in Canvas.

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4B-4.17 “The next group of children supported through tiered

Tiered Support instruction are those children who have reading
for Students with difficulties but have not been identified with a learning
Reading Difficulties Electronic Device disability or language difference.”
(Displayed)
Participant Prompt participants to find a new partner.
4B-4.18 Notebook “You will now have 9 minutes to review the information
Tiered Support
Handout: provided on Canvas pages 4B-4.17 through 4B-4.20 with
for Students with
Tiered Supports your new partner. Just as last time, I encourage you to
Reading Difficulties:
for Student share ideas with your partner, discuss provided handouts
Key Questions
Populations and take notes in your notebook, as well as the Tiered
4B-4.19 (found in the Supports Handout, if you choose to
Common Reading Appendix on do so.”
Difficulties page 88) Participants will advance through the slides at their own
4B-4.20 pace with their partners. Traverse throughout the room,
IES Recommendations checking in on groups as they review the information
for Supporting Readers provided in Canvas.

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“Next we will discuss how to support students with

dyslexia and/or dysgraphia.”
4B-4.21
Prompt participants to find a new partner.
Tiered Support for
Students with Dyslexia “Spend the next 10 minutes reviewing the
and/or Dysgraphia information provided on Canvas pages 4B-4.21 through
(Displayed) Electronic Device 4B-4.24 with your new partner. Just as last time, I
encourage you to share ideas with your partner, discuss
4B-4.22 Handout: provided handouts, and take notes on the Tiered
Tiered Support for Tiered Supports Supports Handout, if you choose to do so.”
Students with Dyslexia for Student
and/or Dysgraphia: Populations Participants will advance through the slides at their own
Key Questions (found in the pace with their partners. Traverse throughout the room,
Appendix on checking in on groups as they review the information
4B-4.23
page 88) provided in Canvas.
Common Risk Factors
Associated with Dyslexia When the 10 minutes for partner review is up, encourage
participants to return to their table.
4B-4.24
Dysgraphia Once at their table, encourage participants to share an
“ah-ha” moment or “take-away” for each of the 3 student
populations with a partner.

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MATERIALS

“Teachers can provide supplemental instruction or

intensive intervention to support any student who
demonstrates reading difficulties, including those
students identified with dyslexia and/or dysgraphia.”
Arrange participants in groups of 5 and direct them to
jigsaw the content found in the accordion on Canvas page
4B-4.25. Encourage participants to take notes on the
corresponding page of their Participant Notebook.
4B-4.25
Instructional Participant PROTOCOL
Recommendations for Notebook
TIME ACTIVITY
Working with Children
Who Have Reading and Electronic Device 1 minute Form groups of 5 and then assign one
Writing Difficulties recommendation per member.

3 minutes Read assigned recommendations and

identify key takeaways.

5 minutes Each participant shares their key

takeaways to their group of 5.

9 minutes Total

Give participants 5 minutes to complete the CfU:

Reading Difficulties.

4B-4.26 As participants complete their CfU, review the item

Check for Understanding: Electronic Device analysis of your cohort to identify any misconceptions.
Reading Difficulties 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.
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Assignment Title: Reading Difficulties

Grading: Canvas-graded

Canvas Connection: 4B-4.26 Check for Understanding: Reading Difficulties

Big Ideas
• 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.

Potential Misconceptions
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 2B: Science of Teaching Reading.

Coaching Stems
If a learner is unable to demonstrate mastery of this quiz, you may ask the following questions:
• 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?

Additional Resources
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 revisit the following Canvas pages:
• 4B-4.21 Tiered Support for Students with Dyslexia and/or Dysgraphia
• 4B-4.22 Tiered Support for Students with Dyslexia and/or Dysgraphia: Key Questions
• 4B-4.23 Common Risk Factors Associated with Dyslexia
• 4B-4.25 Instructional Recommendations for Working with Children Who Have Reading and
Writing Difficulties

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MATERIALS

4B-4.27
Tiered Support for “Do students who qualify for Special Education
Students Receiving N/A Services participate in tiered instruction as well? Yes!
Special-Education Let’s talk more about supporting these students with
Services tiered instruction.”

“Look at Canvas page 4B-4.29. There are 4 questions

about tiered support for students receiving special-
education services on the page. Each person at your
4B-4.29
Electronic Device table will have about 2 minutes to read the answers to
Tiered Support for
the question and then think of a concise answer to share
Students Receiving Participant with the group. Please decide which question you will
Special-Education Notebook answer for your group and then begin reading.”
Services:
Key Questions At the end of 2 minutes, ask participants to take another
3 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
4B-4.30 Participant student has received specific, targeted instruction and is
The Individualized Notebook still showing deficits.”
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
4B-4.31 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 that address the students’ identified weaknesses and
Students with an
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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4B-4.32
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 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

4B-4.33 accommodations each student needs to access the
Tiered Support for general curriculum. Accommodations may address
Students Receiving Electronic Device academic, social, behavioral, physical, and other
Section 504 Support: educational needs.”
Key Questions
“An example of a 504 Plan is if a student has severe
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.”

Direct learners to briefly review the resource provided

on Canvas page 4B-4.33 Section 504. This handout
provides 504 guidance from TEA.

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Give participants 5 minutes to complete the CfU:

Special Education and Section 504.
4B-4.34 As participants complete their CfU, review the item
Check for Understanding: analysis of your cohort to identify any misconceptions.
Electronic Device
Special Education and Briefly confirm answers as a whole group. (Correct
Section 504 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.

CfU and Posttest Information

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Assignment Title: Special Education and Section 504

Grading: Canvas-graded

Canvas Connection: 4B-4.34 Check for Understanding:Special Education and Section 504

Big Ideas
• 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.

Potential Misconceptions
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 in working with students receiving 504 and/or special-education services.

Coaching Stems
If a learner is unable to demonstrate mastery of this quiz, you may ask them the following questions:
• 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?

Additional Resources
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:

• 4B-4.29 Tiered Support for Students Receiving Special-Education Services: Key Questions
• 4B-4.30 The Individualized Education Plan (IEP)
• 4B-4.31 The Classroom Teacher’s Role in Supporting Students with an Individualized Education Program (IEP)
Tiered Support for Students Receiving Section 504 Support

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4B-4.35 “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,
4B-4.36
creative, effective, or behavioral capacities or traits.”
Tiered Support for
N/A
Students Identified as “The use of data to identify students and to inform
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 4B-4.37.

Read the recommendations from the National
4B-4.37
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

4B-4.38 Participant acceleration and enrichment on Canvas page 4B-4.38.”
Differentiated Notebook
Instruction for the “As you read, you may choose to locate the corresponding
Accelerated Learner Electronic Device page in your Participant Notebook and record the
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 2 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
4B-4.39 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, followed by a quick break.
4B-4.41 As participants complete their CfU, review the item
Check for Understanding: analysis of your cohort to identify any misconceptions.
Electronic Device
Gifted and Talented Briefly confirm answers as a whole group. (Correct
Students 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.

CfU and Posttest Information

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Assignment Title: Gifted and Talented Students

Grading: Canvas-graded

Canvas Connection: 4B-4.41 Check for Understanding: Gifted and Talented Students

Big Ideas
• 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.

Potential Misconceptions
If learners have a difficult time understanding the best use of assessment data, they may be
• confusing the traits and domains of giftedness; or
• misunderstanding how to differentiate assessment and interventions for gifted learners.

Coaching Stems
If a learner is unable to demonstrate mastery of this quiz, you may ask them the following questions.
• 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?

Additional Resources
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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4B-4.42
Tiered Support for “The final group of students we will discuss is twice-
N/A
Students Identified as exceptional students.”
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.”
4B-4.43
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 (the
4B-4.44 instruction). There are 4 terms 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.”

CfU and Posttest Information

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 LEARNER
CANVAS PAGE TALKING POINTS
MATERIALS

“We are going to return to the student profile for Efrain

on Canvas page 4B-4.40. 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 4B-4.44.”

4B-4.40 You may want to stop and provide time for participants
Gifted and Talented to write these definitions before continuing. To save time,
provide summarized definitions for participants.
Student Portfolios: Efrain
(Displayed) “Next, read Efrain’s portfolio data. As you are reading,
add ideas to the chart for differentiating, scaffolding,
4B-4.44 accommodating, and modifying activities and
Now What? Planning and assignments to support Efrain. Refer to the tabbed
Electronic Device content on page 4B-4.44 titled ‘Gifted and Talented
Implementing Instruction
Learner’ if you need additional ideas.”
Participant
Notebook You may want to stop and allow participants to complete
In Presentation course, this activity before continuing.
notice this Canvas page “On Canvas page 4B-4.44, there is another tab titled
is out of sequence. It is ‘Learner Experiencing Difficulties.’ Read this brief
important for presenters portfolio on Jaclyn. As you read, fill in the third column
to be able to flip back of the chart with examples of how Jaclyn’s teacher
and forth between 4B- differentiated, scaffolded, accommodated, and modified
4.40 and 4B-4.44. literacy activities and assignments to support Jaclyn.”
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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 LEARNER
CANVAS PAGE TALKING POINTS
MATERIALS

“Teachers can also support their students’ learning needs

through flexible grouping. Types of grouping are teacher-
led small groups, cooperative groups, partner work, and
4B-4.47 individual work.”
Flexible Grouping N/A
Formats “What are some ways Efrain 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
4B-4.48 “How did Efrain 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.

CfU and Posttest Information

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 LEARNER
CANVAS PAGE TALKING POINTS
MATERIALS

“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
4B-4.49 this page, briefly describe 3 features of differentiation
Discussion: that you will now work to integrate into your
Electronic Device
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].
CfU and Posttest Information

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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
3 features of differentiation that you will now work to integrate into your instructional decisions.

Canvas Connection: 4B-4.49 Discussion: The Traditional vs. The Differentiated Classroom

Big Ideas
• 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.

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Potential Misconceptions
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
• a focus on adjusting instruction for every student;
• confusing differentiation with individual education plans; or
• adjusting instruction for all students in the same way.

Coaching Stems
If learners are unable to describe how they support students, you may ask them the following questions:
• 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?

Additional Resources
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)
• Helping English Language Learners Succeed with a Multi-tiered System of Support (MTSS) (Rinaldi 2018)

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 The time allotted for closing the module and the posttest is 20 minutes.

LEARNER
CANVAS PAGE TALKING POINTS
MATERIALS

Close the session by reviewing the module’s big ideas.

Module 4B Summary N/A Provide directions for the remainder of the day and/or the
following day, if applicable.

K5 Module 4B:
Using Assessment Data
to Inform Instruction Direct participants to complete the posttest and the
Posttest Electronic Device
evaluation survey.
Module 4B:
Evaluation Survey

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 Module 4B: Using Assessment Data to Inform Instruction
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 1.10. Canvas and notebook 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 4B-1.10 Formative and Summative 4B-1.12 Criterion-Referenced and Norm-
Assessments Referenced Assessments
4B-1.11 Examples of Formative Assessment 4B-1.13 Criterion-Referenced Literacy
Assessments
4B-1.14 Norm-Referenced Literacy
Assessments

Key Ideas

Take-aways

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 Assessment Categories and Terminology
(Page 2 of 3)

QUANTITATIVE & QUALITATIVE STATISTICAL TERMINOLOGY

Canvas Pages 4B-1.15 Qualitative Data 4B-1.20 Statistical Terminology

4B-1.16 Opportunities to Collect Qualitative 4B-1.21 More About Statistical Terminology
Data
4B-1.17 Collecting Data Aligned with the
ELPS
4B-1.18 Quantitative Data

Key Ideas

Take-aways

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 Assessment Categories and Terminology
(Page 3 of 3)

RELIABLE-VALID-EQUITY

Canvas Pages 4B-1.17 Collecting Data Aligned with the ELPS

4B-1.22 Thinking Critically About Assessment Tools

4B-1.24 Equity

4B-1.25 Assessment Considerations for ELs

4B-1.26 Selecting, Adapting, or Developing English Assessments for Bilingual Learners

4B-1.27 Considerations for High-Stakes Testing

Key Ideas

Take-aways

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 Screening Matching Activity
(Page 1 of 2)
Graphic Organizer for 4B-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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 Screening Matching Activity
(Page 2 of 2)
Cards for 4B-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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 4B-2.16 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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 4B-3.5 Collect Literacy and Language Data

v3.0
How often do I I feel confident
Ways I assess New ideas on assessing
Reading/Writing assess this area collecting data for
this area of literacy this area of literacy
Component of literacy this literacy and
and language and language
and language? language component

Oral Language
and Vocabulary

Phonological
Awareness

Alphabet
Knowledge

87
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 BILINGUAL READING DIFFICULTIES AND/OR DYSGRAPHIA
4.10–4.16 4.17–4.20 4.21–4.25

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