3-5-2025 Maximizing the Impact of Small-Group Instruction Live & Recorded Webinar 7-9 PM EST
Presenter: Dr. Jamey Peavler
WEDNESDAY, MARCH 5, 2025 7:00 PM – 9:00 PM EST
IMPORTANT:
This is a per-person fee for those who intend to watch the live webinar or the recording that will be emailed to all who register, and available for one month. After purchasing, you will receive an email with the subject line "Your downloads are ready." This contains the important information you need to complete your final registration step." International customers will see prices that reflect the converted currency rate.
Description:
Instructional time spent in a small-group setting is a precious commodity. We must use it thoughtfully and intentionally because even the most well-designed independent activities are less effective than time with a skilled teacher. Therefore, our first goal is to prevent the number of students that require small-group interventions. We can accomplish this by solidifying our core instruction and rethinking how we deliver targeted interventions. When many students need specific skill support, we can provide that intervention within our whole-group lessons. This requires data-driven decision-making and thoughtful planning to identify which skills need whole-group versus small-group instruction. We can then reserve small-group instruction for targeting skills that few students need to develop. Effective small-group instruction is targeted and data-driven. It is designed to give students additional practice and feedback on a specific skill. It does not replace Tier 2 and 3 interventions but may enhance and reinforce that instruction. We should ask ourselves what a specific student, or group of students, needs that is different from everyone else in the class. That answer sets the purpose for small-group instruction. If each small group receives the same or similar instruction, the instruction is not targeted and does not justify small-group structure.
Objectives:
Identify the purpose of universal screeners and how to use this data to understand the scope of instructional needs.
- Identify the purpose of diagnostic assessments and their connection to differentiation.
- Identify the purpose of progress-monitoring tools and their connection to evaluating instruction.
- Examine data-based decision-making models for small-group instruction.
Presenter Bio:
Jamey Peavler is a Co-Director and Assistant Professor in the Reading Science Graduate Program at Mount St. Joseph University. Before joining The Mount, Jamey served as the Director of Training for the M.A. Rooney Foundation, providing Orton-Gillingham training for teachers across Indiana. She was an Instructional Coach and classroom teacher for Indianapolis Public Schools for 20 years. Jamey reviews higher-education textbooks and teacher licensure exams for the National Council for Teacher Quality. She is a Certified Fellow-in-Training with the Orton-Gillingham Academy and an International Dyslexia Association Structured Literacy Dyslexia Specialist. She serves on the board for The Reading League’s Indiana Chapter.
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CANCELLATION POLICY: For cancellations made at least 10 days prior to the training, the webinar fee will be fully refunded. Cancellations made less than 10 days prior to the training will be subject to a $25 administrative fee.
PLEASE NOTE: The information provided in this hot topic webinar may not necessarily reflect the viewpoint of Reading with TLC.
