Design Sprint Lesson Plan Targeted Support Design Sprint
Professional Development Facilitator Guide
30 Minutes
The "Why"
Empowers educators to effectively address individual student needs, leading to improved academic outcomes and a more inclusive learning environment. By designing targeted interventions, teachers ensure every student receives the support necessary to succeed.
Approach
"Rapid collaborative iteration and practical application."
Preparation & Materials
Review Slide Deck for session flow.
Print 1 copy per group of Student Case Studies .
Print 1 copy per group of Intervention Plan Template .
Set up projector & markers for sharing.
Primary Objective
Participants will design a targeted intervention plan for a specific student profile based on data analysis.
Sprint Phases
5m
Warm-Up: The Challenge
Display slide 1 and pose the question: "Think about a student you've worked with who needed extra support. What was the biggest challenge in helping them?"
Facilitate a brief whole-group share-out, noting common themes (e.g., time, resources, diagnostic clarity) on a whiteboard.
5m
Review Student Data
Transition to "Review Student Data" slides. Briefly explain how data identifies needs and guides decisions.
Distribute Student Case Study Activity . Instruct groups (3-4 people) to read their assigned case and highlight key data points that indicate support areas.
7m
Brainstorm Interventions
Explain intervention categories (academic, behavioral, SEL). Use the slide to spark ideas.
Groups brainstorm potential strategies for their specific student. Encourage divergent thinking —broad and creative ideas before narrowing down.
8m
Action Plan & SMART Goals
Distribute Intervention Plan Template . Groups develop a concise action plan including interventions, resources, and responsible parties.
Emphasize SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound). How will they measure effectiveness?
5m
Share and Feedback
Groups share one key strategy or SMART goal. Facilitate quick feedback rounds.
Conclusion: Reiterate the value of data-driven, targeted support. Encourage immediate application in their classrooms.
Design Sprint Slides Professional Development
Targeted Support
Design Sprint
From Data to Design: Crafting Effective Student Support
The Challenge
"What was the biggest challenge in helping a student who needed extra support?"
Review Student Data
Why Data Matters
Pinpoint Needs
Understand specific areas where students struggle.
Inform Decisions
Guide the selection of appropriate interventions.
Track Progress
Monitor effectiveness and adjust as needed.
Next Up:
Today, we'll use student case studies to practice this!
Brainstorm Interventions
Academic
• Tutoring
• Small group instruction
• Differentiated materials
Behavioral
• Positive supports
• Clear expectations
• Self-regulation tools
Social-Emotional
• Peer mentoring
• Counseling services
• Social skills groups
What could work for your student?
Develop an Action Plan
Your Roadmap to Support
Specific Interventions
What exactly will be done?
Resources & Parties
Who is responsible? What is needed?
Timeline
When will it start and how often?
"This is where your ideas become reality."
Set Progress Goals
SMART
SSpecific
MMeasurable
AAchievable
RRelevant
TTime-bound
The Key Question:
"How will you know your plan is working?"
Progress monitoring is the fuel for effective adjustment.
Share & Refine
Share Briefly describe your key strategy or one SMART goal.
Feedback Offer constructive suggestions or ask clarifying questions.
"Let's grow together and empower our students!"
Intervention Plan Template Intervention Plan
DESIGN SPRINT BLUEPRINT
Group Members
Student Profile
Student Name (Pseudonym)
Grade Level
Strengths & Challenges (Brief Description)
Data Analysis Summary
Key Data Points (What does the data tell you?)
Identified Area(s) for Support
Intervention Strategies
Strategy 1 Title
Frequency / Duration
Full Description
Materials / Resources Needed
Responsible Party
Strategy 2 Title (Optional)
Frequency / Duration
Full Description
SMART Goal 1
Goal Statement
Measurement Method
Review Date
Reflection & Adaptation
Potential Challenges
Adaptation Strategy (if not working)
Student Case Studies Activity Student Case Studies
Data Analysis Workshop
INSTRUCTIONS: Highlight key data points and identify areas for support.
Case Study 01: Alex
GRADE 3
Background
Bright student, strong in math/science. Reading comprehension significantly below grade level (2.0 at end of 2nd grade). Rushes through reading, avoids reading aloud. Strong phonics; slow/choppy fluency. Active in verbal group projects.
Observations
Draws or plays with manipulatives during independent reading. Needs frequent repeats for written instructions. Enthusiastic for read-alouds.
Recent Assessment Data
<table class="w-full text-sm"><tbody><tr class="border-b border-slate-100"><td class="py-2 font-bold text-slate-600">DRA Assessment</td><td class="py-2 text-slate-500">Level 20 (Beg. 2nd Grade equivalent)</td></tr><tr class="border-b border-slate-100"><td class="py-2 font-bold text-slate-600">Comp. Quizzes</td><td class="py-2 text-slate-500">55% Avg (Class: 78%). Struggles with Main Idea/Inference.</td></tr><tr class="border-b border-slate-100"><td class="py-2 font-bold text-slate-600">Fluency Probe</td><td class="py-2 text-slate-500">70 WPM / 5 Errors (Target: 90-110 WPM / 2-3 Errors)</td></tr></tbody></table>
Case Study 02: Maria
GRADE 7
Background
Mid-year transfer. Quiet, rarely volunteers. Grades are C's/D's despite good 1-on-1 understanding. Missing/incomplete homework. Previous strong performance in 5th grade. Bilingual (Spanish/English).
Observations
Disengaged during discussions; works slowly. Parents report withdrawal at home. One close friend. Proficiency shown when re-explained individually.
Recent Performance Data
1.8
Cumulative
40%
Missing / Incomplete
"Maria appears disengaged during class... responds politely but briefly when addressed directly."
Case Study 03: David
KINDERGARTEN
Background
Lively, loves blocks/drawing. Difficulty with multi-step directions. Struggles with impulse control and disruptions during circle time. Recognizes letters/numbers 1-10.
Observations
Thrives in unstructured play. Responds well to positive reinforcement and visual schedules. Strong fine motor skills. Seeks attention from peers.
Behaviors & Skills Data
Daily Checklist: Avg 3-4 circle time disruptions; 2-3 transition struggles.Counting: Consistently 1-10; struggles with 11-20 (loses track). 
