Specifically Designed Instruction
PLO Goals:
The goal of the PLO is to help everyone with a more in-depth analysis of data collection with the use of RtI and at-risk services to create specifically designed instruction. By using data to specifically and strategically plan for individual learners and their learning needs/goals using programs, strategies, and collaboration.
PLO Learning:
By attending the PLO, we are able to work on specifically designed isnturction using a multitude of data points. Currently, we use Fountas and Pinnell, Rally, STAR Reading and Math, Achieve3000, and formative assessments. The PLO helped us learn other assessments to use to get a holistic and detailed view of the students learning needs.
Implementation of Techniques and Practices:
PS/IS 171 has a strong standards-based and data-driven curriculum that informs instruction and provides students with a differentiated approach to learning. Through a thematic-based core curriculum with collaborative special education support provided mostly within the classroom setting, students with Individualized Education Plans are able to fully participate in grade level classroom lessons with necessary support to achieve success. Teachers at PS/IS 171 use both formal and informal classroom data to adjust learning and design specific interventions to continuously meet individual student needs. Within the classroom setting, students are taught with effective research-based strategies to decode vocabulary, comprehend fiction and non-fiction and problem-solve in mathematics. Use of scaffolding charts and visual instructional plans are a daily feature of all classroom lessons. Pacing, presentation and small-guided groups, enable students receiving special education support to have necessary time and review to achieve success.
The implementation was gradual, as the learning was strong and we wanted the quality to be high. We were able to adapt our own learning practices to incorporate the new approach. Instead of students that were consistently in RtI groups being directed referred for Special Education Services, we reviewed their case as a Student Intervention Team and spoke with the parents about the possibility of at-risk services. These students would receive at-risk SETSS or Speech Therapy for approximately 8 weeks with 2 week check ins, and if by the third check-in/sixth week there was still a significant lack of growth from the benchmark, a referral was put in. By doing the at-risk using resources and specifically designed instruction, we are able to see if the student has a lack of foundational skills that is causing a delay, or if they may potentially have a learning or processing delay.
Impact:
The impact from the implemented strategies learned at the PLO were significant in the students that received at-risk services with specifically designed instruction, as these students were able to leave the at-risk (Tier 2) and no longer require Special Education services; while others continued to need support but were no longer at a same high risk level of deficiency.
Conclusion:
This PLO changed our initial referral process, and assists us to truly reach the student and specifically work with them in allowing them to reach their maximum potential.
Next Steps:
We are planning to continue this process, and not only implement it from the beginning of the school year, along with more data points using the calculation taught at the PLO to measure student growth goals.