Resource room lesson plan: structuring an academic support block
By the IEP Atlas editorial teamLast updated
Short answer
A resource room lesson plan splits a 45-minute block into timed parts tied to each student's IEP goals: a quick review, explicit teaching of one skill, guided practice, independent practice, a short data probe and a wrap-up. Every part names whose goal it serves. The plan keeps the block on specially designed instruction instead of homework help.
The most common problem in a resource block is drift. It starts as instruction and becomes homework help, test make-up or a quiet place to finish science. Those things have a place, but they are not the specially designed instruction the IEP promises: instruction adapted to the student's needs so they can access the general curriculum.[1]
A short, repeatable structure stops the drift. The template below is for a small group of 2 to 5 students in a resource room. For how the block fits the week, see the resource teacher weekly schedule. For the role as a whole, see the case manager's handbook.
The structure of a 45-minute block
| Part | Minutes | What happens | Data |
|---|---|---|---|
| 1. Review | 5 | Quick practice on a skill already taught | Optional |
| 2. Explicit teaching | 10 | Model one new skill or step; think aloud; check understanding | None |
| 3. Guided practice | 12 | Students practice with prompts and quick feedback | Prompt level |
| 4. Independent practice | 10 | Students work alone on the target skill | Accuracy |
| 5. Probe | 5 | One student a day takes the goal's measure | Goal data point |
| 6. Wrap-up | 3 | Students state what they learned; preview next session | None |
Explicit instruction with modeling, guided practice and feedback is on the published list of core practices for teaching students with disabilities.[2] The timings flex. A 30-minute block drops review to 3 minutes and independent practice to 6.
The fill-in lesson plan
| Field | Fill in |
|---|---|
| Group, date, minutes | ______ |
| Students and the goal each is working on | ______ |
| Skill for today (one) | ______ |
| Link to general education content this week | ______ |
| 1. Review (items, minutes) | ______ |
| 2. Explicit teaching (model and check question) | ______ |
| 3. Guided practice (task and prompts) | ______ |
| 4. Independent practice (task, number of items) | ______ |
| 5. Probe (student, measure, data sheet) | ______ |
| 6. Wrap-up (exit question) | ______ |
| Accommodations used | ______ |
| Notes for next session | ______ |
Completed example: a 4th grade math group
A fictional group of 3 students meets 4 days a week for 45 minutes. Each has a math goal.
- J.B.: solve 2-digit by 1-digit multiplication with regrouping, 8 of 10 correct (baseline 3 of 10).
- S.O.: same skill, 7 of 10 correct (baseline 2 of 10); needs a multiplication chart as an accommodation.
- E.K.: solve 1-step multiplication word problems, 4 of 5 correct (baseline 1 of 5).
| Field | Entry |
|---|---|
| Group, date, minutes | M2, Tuesday Nov 10, 45 min |
| Skill for today | Regrouping in the ones place (2-digit by 1-digit) |
| Link to general education | Class unit is multi-digit multiplication |
| 1. Review (5 min) | 6 fact cards each; E.K. reads one word problem aloud and names the operation |
| 2. Explicit teaching (10 min) | Model 24 x 3 and 37 x 4 with base-ten blocks, then on paper; check: "Where does the extra ten go?" |
| 3. Guided practice (12 min) | 4 problems on whiteboards; teacher prompts the regroup step; E.K. solves 2 matching word problems |
| 4. Independent practice (10 min) | 8 problems each; E.K. gets 4 word problems |
| 5. Probe (5 min) | S.O.: 10-problem probe; 6 of 10 correct; entered on the accuracy data sheet |
| 6. Wrap-up (3 min) | Each student explains one regroup step in words |
| Accommodations used | Multiplication chart for S.O.; problems read aloud for E.K. |
| Notes for next session | J.B. skipping the regroup when the ones total is exactly 10; reteach with 25 x 2 |
One probe per session, rotating students, gives each student a data point about every 3 sessions. Over a quarter of 36 sessions, that is 12 points per goal with no separate testing time. Probe scores go on the accuracy data sheet.
Notes on each section
One skill per lesson
Observers look for a clear target. "Math practice" is not a target. "Regrouping in the ones place" is. If students are on different goals, find the shared step, as in the example, and differentiate the practice tasks.
Tie to general education
A one-line link to the class unit tells everyone why this skill, this week. It also helps the student see the skill again in class.
Guided practice and feedback
This is where most of the learning happens. Keep tasks short so students get feedback on each one. Record prompt levels if a goal measures independence.
The probe
Use the goal's exact measure and conditions. A probe that differs from the goal's wording cannot go on the progress report. See the measurement guide for each method.
Accommodations in the plan
Write the accommodations each student uses during the block, such as a chart, read-aloud or fewer items. The resource room is often where a student first practices using an accommodation well, before using it in class. If a student never uses an accommodation in your room, ask whether it is still needed and bring the question to the team.
Homework and test make-up
If students need homework help, give it a fixed, short place, such as the last 5 minutes on Fridays. Do not let it replace the plan.
What reviewers and parents look for
An administrator observing the block wants to see the goal on the plan, explicit teaching and data being collected. A parent wants to know what their child works on in resource and whether it is the same thing as the IEP goal. A plan like this answers both in one page. Goals for students served in this setting are collected under resource room goals, and the goal checker helps when a goal's wording makes the probe unclear.
Related guides: small group reading lesson plan, specially designed instruction examples and push-in vs pull-out. For co-taught settings, the inclusion entry explains the model.
Frequently asked questions
What should a resource room lesson include?
One target skill tied to IEP goals, explicit teaching with modeling, guided practice with feedback, independent practice, a short probe on one student's goal, and a quick wrap-up. Each part should name whose goal it serves.
Is homework help in the resource room specially designed instruction?
Usually not on its own. Specially designed instruction adapts content, method or delivery to the student's needs. Homework support can have a short, fixed place, but it should not replace instruction on IEP goals.
How do I teach a resource group with different goals?
Find the shared skill or step for the explicit teaching part, then give each student a practice task matched to their own goal. Rotate probes so each student gets a data point every few sessions.
Use it in IEP Atlas
- Resource room in the IEP glossary
- Goals for the resource room setting
- Specially designed instruction in the IEP glossary
- Accuracy data sheet
Related guides
- The IEP case manager's handbook: responsibilities, calendar and tools
- Resource teacher weekly schedule template
- IEP timelines: annual reviews, reevaluations and evaluation deadlines
- IEP case manager checklist for the school year
- Specially designed instruction examples by area
- Small-group reading lesson plan template
Sources
- 34 CFR §300.39: Special education, Legal Information Institute, Cornell Law School
- High-Leverage Practices for Students with Disabilities, Council for Exceptional Children and CEEDAR Center
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.