Project Coordinate: A Content-Focused Lesson Study Approach for Improving Teacher and Student Outcomes in an MTSS Framework

• In Event: Reimagining Inclusive Instructional Practices for Students With Disabilities

Abstract

We employed a randomized control design to examine the impact of Project Coordinate (PC), a professional development approach incorporating online content modules and lesson study, on 4th grade general and special education teachers’ knowledge, collaborative planning, and evidence-based instruction in reading. We also examined impact on students’ reading skills. Findings from single level models showed moderate to large positive effects for teacher knowledge, and most aspects of their collaborative practice. Cross classified models showed moderate effects for teachers’ use of evidence-based practices and effective instructional principles (e.g., explicit systematic instruction). Findings of multilevel models showed more muted, positive effects for students’ morphological problem solving and multisyllabic decoding, but not for reading comprehension. We discuss implications for future research and practice.

Authors

• Mary T. Brownell, University of Florida

• Amber E. Benedict, Arizona State University

• Benjamin Kelcey, University of Cincinnati

• Hyojong Sohn, Mississippi State University

• Jessica Williams, University of Florida

• Amanda Fuller, Arizona State University

• Germaine Koziarski, Arizona State University