1. Determine which students are in each group, what the needs are based solely on the report, and what the instructional focus might be. (Use the pathways report to determine the three groups which are intensive, strategic, and benchmark groups)
2. create four weeks of intervention for Nick (others would be in the group as well) using the Next STEPS Small group lesson plan. Four weeks of small group plans are to be written out one week (M-F) for each week totaling four weeks of plans and must use the STEPS format. Each week's plans must use the S.T.E.P.S. in planning and suggested lessons/strategies from the book.

CORE Phonics Survey-Record Form Name. Nicholas Mobley Grade / St Date May 2024 SKILLS SUMMARY Alphabet Skills and Letter Sounds A. Letter names-uppercase 23 /26 B. Letter names-lowercase 20 /21 C. Consonant sounds 5 /5 D . Long vowel sounds 3 Short vowel sounds Reading and Decoding Skills 12 /15 E. Short vowels in CVC words 14 /15 F. Consonant blends with short vowels G. Short vowels, digraphs, and -tch trigraph 10 /15 H. R-controlled vowels 15 /15 Long vowel spellings 13 /15 J. Variant vowels 13 /15 K. Low frequency vowel and consonant spellings 15 /24 L. Multisyllabic words Skills to review: Skills to teach: CORE Phonia Sarver--Record Form, Page 1 44 Copyright 01979, 2008 by CORE. Perminion granted to reproduce for classroom use.Next STEPS Lesson Plan Group Skill: Members: Date: Date: Date: Date: Step Date:Small-Group Worksheet Teacher's name: Date: Groups Individual needs Instructional focus Intensive group Strategic group Benchmark group Figure 2.4. Small-Group Worksheet. 26 Next STEP5 is Literary Invrating: Commenting Assesswants to Ejection Interventions by Susan M. Smart and Deborah R. Closer Copyright 8 2010 by Paul H. Brookes Publishing Co. All rights reserved,School: Delight Valley acadience Grade: First Grade, End of Year Pathways of Progress" Report data management Year! 2013-2014 Class: Carlson, C. Acadience Reading BEGINNING OF YEAR BEGINNING OF YEAR END OF YEAR END OF YEAR COMPONENT SCORE PATHWAYS OVERALL PATHWAY All pathways are based on the NWF Comicl NAT Whole beginning of year composite score. worth Worth CAF Hauding Sound Fland Cam Block, Jack 141 4 45 4 88 A 277A + + + + END OF YEAR Bin, Sara 121 23 205 COMPONENT SCORE PATHWAYS Bracken, Mary 154 / 77 0 26 4 1 130 Clayton. Henry 113 17 40 F 167 Component score pathways are Colins, Emma 103 136 A 43 A 84 4 O 99% A 275 A # # # # compared to other students with the Froud. Karen 98 0 127 4 40 A ST O 98%% 230 A + + + + + same beginning of year composite Gomez, Jose 17 120 score. Green, Amanda 860 52 0 15 45 0 150 0 1 4 4 Hogban. Eric 158 A 103 4 35 4 74 243 A To support overall reading proficiency. Jennings. Terry 122 15 23 0 77%0 920 more growth is needed in a student's Johnson, Jane 135 23 94%% 198 + + 2 areas of relative weakness. Johnson, Wanda 103 70 0 260 87% 1190 Kamal, Eric 101 5 139 4 46 A O 246 A + + +24 Martel, Catherine 212 100 A 32 A 161 A 274 A END OF YEAR Mauv. Joan 209 A 141A 48 A 1124 99% 3134 1 646 OVERALL PATHWAY McMan, Louise 195 114 A 28 91 4 99%% 252 A # # Minsky, Lillian 123 20 98% 201 A student's overall pathway is based on Moblay. Nicholas 730 30 0 (1 10 0 160 76% 69 0 the student's end of year composite Boyon, Harry 216 A 48 4 110 4 311 A score compared to other students with Smith, Debra 111 0 22 97% A 203 the same beginning of year composite Tate. Gary 154 52 0 1 17 1 20 0 1 77% 93 0 soord. Turgency. Debra 93 4 29 4 64 221 4 ++ + +2 A Above Benchmark / Likely to Need Core Support Purse al prognisa companid In stuckants with similar infial skils: WELL ABOVE TYPICAL 0 + + + + + At Bonchmark / Likely to Need Core Support ABOVE TYPICAL 0 + + + + Below Benchmark / Likely to Need Strategic Support TYACAL Wel Below Benchmark / Likely to Need Intensive Support BELOW TYPICAL WELL BELOW TYPICAL 3018 Dynam's Measurement Group, Inc. I Printed on October 11. 2018 Page 1