Individual and Small Group Support in a Remote Setting

Video

Learn how to purposefully use small group and 1:1 remote learning time with students to ensure all students learn

Individual and Small Group Purposes and Considerations for Planning Frequency

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Key purposes for small group and 1:1 remote learning time with students

Leverage opportunities to follow up with students on asynchronous work and give them feedback on that work in individual or small group settings
Review content students may be having a hard time with
Provide direct remediation on content students have not yet mastered
Provide direct intervention on specific skills using research-based program as part of Tier 2 or Tier 3 intervention time
Continued time to build relationship, connection, and engagement in the remote classroom and in learning overall

Considerations for determining frequency of small group and 1:1 remote learning time with individual students

Note: your school/district may have very clear expectations for number of contacts, number of 1:1s, etc. Below is a list of things to think through if you are independently responsible for determining frequency.

All students	Consider How engaged is this student? How much feedback is this student getting through other methods? How much progress is the student making? Age and grade level: Students in lower grades should participate in small groups or 1:1 learning more often, while students in upper grades may benefit from these interventions 2-3 times per week.
Students who are disengaged from work or not participating	Consider What would it would take to reconnect this student? Does this student trust you? Does this students have positive relationships with peers? Is this student’s family engaged? Increase frequency of small group or 1:1 participation as well as family communication for these students.
Students struggling with day-to-day content	Consider What parts of the content is this student struggling with? What different approaches might help this student make progress? Is this student’s family aware of their struggles? Increase frequency of small group or 1:1 participation as well as family communication for these students.
Students who receive Tier 2 or Tier 3 intervention in a specific skill	What does this student’s T2/ T3 plan call for in terms of frequency, group size, and content? Leverage your student support team to ensure you have a clear understanding of roles and ownership in delivering interventions to students in your classroom. Consider What are we trying to accomplish? What is it that we want learners to know, understand, and be able to do as a result? How should the learning opportunity be designed to help this student make progress toward the desired outcome? How will we ensure fidelity to interventions to the greatest extent possible?

Individual and Small Group Supports Tracker Instructions

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Tracker purpose: To help teachers organize, plan for, and document 1:1 or small group sessions with students. By including some of the “vulnerable student” information in this tracker, in addition to frequency, and session notes, teachers can keep everything in one spot.

Tracker notes:

It is set up for one quarter of eight weeks. This tab can be copied for additional quarters. The columns can also be copied to add spaces for more weeks.
Columns requiring a “yes/no” response can be filled in using the drop-down option.
Except for column c, the gray columns are identical to the Student Access and Environment tracker. Information from that tracker can be copied and pasted directly into this tracker.

Tracker

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Individual and Small Group Supports Lesson Plan Template- Sample

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Individual and Small Group Supports Lesson Plan Template- Sample

Students
Focus area and desired outcome
Current evidence/ data
Remote method
Frequency
Materials needed

Individual and Small Group Supports Lesson Plan Template- with Explanations

Students	Are there students that you can group together based on need/ engagement levels?
Focus area and desired outcome	What are we trying to accomplish? What is it that we want learners to know, understand, and be able to do as a result? How do we design the learning opportunity in order to engage learners and move them to the desired outcome? How will you know students are making progress?
Current evidence/ data	What current data is telling you students need additional support?
Remote method	Will this be best done through 1:1 phone calls? Synchronous video time Synchronous conference call
Frequency	How often will it need to happen for students to make progress?
Materials needed	What materials will you and students need access to for this to be successful? How can you ensure that access?

Individual and Small Group Support in a Remote Setting

Video

Individual and Small Group Purposes and Considerations for Planning Frequency

Individual and Small Group Supports Tracker Instructions

Tracker

Individual and Small Group Supports Lesson Plan Template- Sample

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