Kindergarten Instructional Plan Fall to Winter
School: ___________________________________ Date: ____/____/____ Team Members: ________________________________________________
Directions: After reviewing your grade level data, complete the grade level planning tool below. The purpose of this tool is to direct support efforts within each
class and across all classes for the grade level.
Instructional Goals Fall to Winter: Phonemic Awareness. By winter of Kindergarten, students should be able to identify the first sound in words as well as
segmenting sounds in words. Alphabetic Principle. By January of Kindergarten, students should be developing sound symbol relationships and recoding.
Behavior Support Focus Fall to Winter: The purpose of analyzing discipline data and providing behavior support linked to student need is to maximize time in
instruction and minimize the amount of time with disruptive behavior.
Reading Support
Program and Materials
Behavior Support
Benchmark/Universal Support
For all students, includes a scientifically based core program that focuses on the
“Big Ideas”, meant to meet needs of most.
Name of students
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) Fall 2006
Instructor
Time/Days
Progress
Monitoring
Wks Until
Benchmark
Behavior Support
Reading Support
Behavior Support
Reading Support
Strategic/Targeted Intervention
For students not making adequate progress with core.
Students with similar needs are grouped and provided
intervention in specific areas, building on core program
focusing on “Big Ideas”.
Intensive/Individualized Support
For students having significant problems are provided
highly specific and individualized interventions linked to
assessment results.
Name of students
Program and Materials
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) Fall 2006
Instructor
Time/Days
Progress
Monitoring
Wks Until
Benchmark
First Grade Instructional Plan Fall to Winter
School: ___________________________________ Date: ____/____/____ Team Members: ________________________________________________
Directions: After reviewing your grade level data, complete the grade level planning tool below. The purpose of this tool is to direct support efforts within each class and across all
classes for the grade level.
Instructional Goals Fall to Winter: Phonemic Awareness. By fall of first grade, students should be established in phonemic awareness as indicated by the DIBELS phoneme
segmentation fluency measure. If this is not true for more than 20% of your children, consider making your core reading block greater than 90 minutes and allocate 15-20 minutes
3-5 days per week for 6-8 weeks. (Make the adjustment to the Kindergarten core program to prevent this remedial loop next year). Alphabetic Principle. By January of first grade,
students should be fluent with sound symbol relationships and recoding as indicated by the nonsense word fluency measure (50 sounds with at least 15 words blended). The student
should also be able to read words at about a rate of one word each 2-3 seconds.
Twenty to thirty minutes of small group instruction in alphabetic principle is recommended as a daily part of the core instructional block. Students needing strategic or intensive
instruction will need additional time and instruction.
Behavior Support Focus Fall to Winter: The purpose of analyzing discipline data and providing behavior support linked to student need is to maximize time in instruction and
minimize the amount of time with disruptive behavior.
Reading Support
Program and Materials
Behavior Support
Benchmark/Universal Support
For all students, includes a scientifically based core program that focuses on
the “Big Ideas”, meant to meet needs of most.
Name of students
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) Fall 2006
Instructor
Time/Days
Progress
Monitoring
Wks Until
Benchmark
Behavior Support
Reading Support
Behavior Support
Reading Support
Strategic/Targeted Intervention
For students not making adequate progress with core.
Students with similar needs are grouped and provided
intervention in specific areas, building on core program
focusing on “Big Ideas”.
Intensive/Individualized Support
For students having significant problems are provided
highly specific and individualized interventions linked to
assessment results.
Name of students
Program and Materials
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) Fall 2006
Instructor
Time/Days
Progress
Monitoring
Wks Until
Benchmark
Second Grade Instructional Plan Fall to Winter
School: ___________________________________ Date: ____/____/____ Team Members: ________________________________________________
Directions: After reviewing your grade level data, complete the grade level planning tool below. The purpose of this tool is to direct support efforts within each class and across all
classes for the grade level.
Instructional Goals Fall to Winter: Oral Reading Fluency. Second grade focus is on developing automaticity and fluency. Make sure students are accurate before you focus on
fluency with connected text. Instruction and practice may need to be with below grade level text. The most common mistake in instructional planning is not providing enough
practice with text reading at the child’s instructional level. All students should be provided with at least 10 minutes of fluency practice per day in second grade. Strategic and
Intensive students will need more than that! The best practice in fluency instruction includes modeled reading, rereading, feedback and progress monitoring.
Reading Support
Behavior Support
Benchmark/Universal Support
For all students, includes a scientifically based core program that focuses on the
“Big Ideas”, meant to meet needs of most.
Behavior Support Focus Fall to Winter: The purpose of analyzing discipline data and providing behavior support linked to student need is to maximize time in instruction and
minimize the amount of time with disruptive behavior.
Wks Until
Progress
Name of students
Program and Materials
Instructor
Time/Days
Benchmark
Monitoring
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) Fall 2006
Behavior Support
Reading Support
Behavior Support
Reading Support
Strategic/Targeted Intervention
For students not making adequate progress with core.
Students with similar needs are grouped and provided
intervention in specific areas, building on core program
focusing on “Big Ideas”.
Intensive/Individualized Support
For students having significant problems are provided
highly specific and individualized interventions linked to
assessment results.
Name of students
Program and Materials
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) Fall 2006
Instructor
Time/Days
Progress
Monitoring
Wks Until
Benchmark
Third Through Sixth Grade Instructional Plan Fall to Winter
School: __________________________ Grade: ____ Date: ____/____/____ Team Members: ____________________________________________________
Directions: After reviewing your grade level data, complete the grade level planning tool below. The purpose of this tool is to direct support efforts within each class and across all
classes for the grade level.
Instructional Goals Fall to Winter: Oral Reading Fluency. By third grade, benchmark instruction in word attack skill is focused on multisyllabic words, with continued fluency
instruction. However, Strategic and Intensive students may still have instructional needs focused on more basic word attack skills. Make sure students are accurate before you
focus on fluency with connected text in grades 3-6. Instruction and practice may need to be with below grade level text. The most common mistake in instructional planning is not
providing enough practice with text reading at the child’s instructional level. Strategic and Intensive students will need more fluency based instruction. The best practice in fluency
instruction includes modeled reading, rereading, feedback and progress monitoring.
Behavior Support Focus Fall to Winter: The purpose of analyzing discipline data and providing behavior support linked to student need is to maximize time in instruction and
minimize the amount of time with disruptive behavior.
Reading Support
Program and Materials
Behavior Support
Benchmark/Universal Support
For all students, includes a scientifically based core program that focuses on
the “Big Ideas”, meant to meet needs of most.
Name of students
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) Fall 2006
Instructor
Time/Days
Progress
Monitoring
Wks Until
Benchmark
Behavior Support
Reading Support
Behavior Support
Reading Support
Strategic/Targeted Intervention
For students not making adequate progress with core.
Students with similar needs are grouped and provided
intervention in specific areas, building on core program
focusing on “Big Ideas”.
Intensive/Individualized Support
For students having significant problems are provided
highly specific and individualized interventions linked to
assessment results.
Name of students
Program and Materials
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) Fall 2006
Instructor
Time/Days
Progress
Monitoring
Wks Until
Benchmark
Sixth Through Eighth Grade Instructional Plan Fall to Winter
School: __________________________ Grade: ____ Date: ____/____/____ Team Members: ____________________________________________________
Directions: After reviewing your grade level data, complete the grade level planning tool below. The purpose of this tool is to direct support efforts within each class and across all
classes for the grade level.
Instructional Goals Fall to Winter: Oral Reading Fluency/MAZE. Benchmark instruction in word attack skill is focused on multisyllabic words, with continued fluency
instruction. However, Strategic and Intensive students may still have instructional needs focused on more basic word attack skills. Make sure students are accurate before focusing
on fluency with connected text in grades 6-8. Instruction and practice may need to be with below grade level text. The most common mistake in instructional planning is not
providing enough practice with text reading at the student’s instructional level. Strategic and Intensive students will need more fluency based instruction. The best practice in
fluency instruction includes modeled reading, rereading, feedback and progress monitoring.
Behavior Support Focus Fall to Winter: The purpose of analyzing discipline data and providing behavior support linked to student need is to maximize time in instruction and
minimize the amount of time with disruptive behavior. Additionally, students with escape motivated behavior should have an academic support component to a behavior plan.
Reading Support
Program and Materials
Behavior Support
Benchmark/Universal Support
For all students, includes a scientifically based core program that focuses on
the “Big Ideas”, meant to meet needs of most.
Name of students
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) Fall 2006
Instructor
Time/Days
Progress
Monitoring
Wks Until
Benchmark
Behavior Support
Reading Support
Behavior Support
Reading Support
Strategic/Targeted Intervention
For students not making adequate progress with core.
Students with similar needs are grouped and provided
intervention in specific areas, building on core program
focusing on “Big Ideas”.
Intensive/Individualized Support
For students having significant problems are provided
highly specific and individualized interventions linked to
assessment results.
Name of students
Program and Materials
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) Fall 2006
Instructor
Time/Days
Progress
Monitoring
Wks Until
Benchmark