Action Plan

Differentiated instruction to enhance individual student learning

The intervention for alphabet knowledge was chosen due to the specific needs of the target students in my study. This study was done on two kindergarten students, both six years old, who are currently serviced through special education in all subject areas. The first student of the study has a diagnosis of epilepsy, common themes for her educational experience are inconsistencies in knowledge. An example of this is knowing 10 alphabetic letters one day and only 3 alphabetic letters the next. The second student in this study has a diagnosis of developmental delay, he learns at a normal pace, the problem lies in how far behind his classmates he is. These students were in the beginning levels of learning letters and letter sounds, they focused on the pictures while they were reading and had not been able to connect letters and letter sounds to create words. Both students were below both grade level and intervention curriculum.

For my capstone project I implemented an intervention on alphabetic knowledge. This instruction took place daily in a separate pull out environment where the students are getting supplemental instruction outside of the general curriculum on alphabetic knowledge. Research suggests the best practices in teaching alphabetic knowledge, for my target students, is in cycles of one letter a day or as needed for students, using small group differentiated instruction, and using multiple activities and opportunities to produce alphabetic knowledge. With this method of learning letters the target students are getting explicit instruction on specific letters through multiple modes of learning and producing. A letter a day was chosen for these students so that the students would get continual repetition of letters throughout the year until they have mastered all of the letters. Both students’ IEP goals and needs were assessed when deciding on the intervention used and will be continually monitored through making data based decisions. Data will be taken weekly on letter sounds, letter name identification and sight words. From that data, I will use the letters that caused the most trouble to reteach in this same lesson format. Reteach days are seen on the calendar.

An example daily lesson plan is shown and the calendar of action research is attached below.

Culturally responsive practices to positively impact student learning

As a special education teacher, I believe that all students can and will learn, it may just be in a different way than the general education students. For this capstone project, I picked the target students’ need for reading because I knew that in order for them to be successful through their lives they needed to know how to read. I assessed their current needs from their Individualized Education Plans, recent testing from the school psychologist, district assessments and observations. Through the capstone process the target students received a research based intervention that was chosen specifically based on their current abilities and needs. The target students were given extra explicit instruction on alphabet knowledge that is different from the general education curriculum, allowing them to get more opportunities to learn, recognize and produce letters. The target students had the opportunity to produce, use, and recognize letters in multiple ways, this allowed for students to choose what methods of learning alphabet knowledge worked best for them. The producing methods were found through research, experienced kindergarten teachers, and my own personal collection of supplies. By integrating the research reviewed from literature, expertise from kindergarten teachers, student input, and my own personal materials multiple perspectives were represented throughout my study. Their greatest need that was met was learning those foundational skills of letter name and letter sound identification to build their knowledge of reading.

Collaboration with other professionals and community members

For my capstone project I was able to include expertise from internal stakeholders, professionals from within my building. In my building I was able to work alongside my teaching partner, an experienced special education teacher. She always reminded me of the importance of using movement and kinesthetics with young learners. My building principal was able to support my study by being a constant supporter during IEP and MDT meetings for one of my target students as well as always having an open door in her office for questions and support. In my building there are also four experienced kindergarten teachers that I went to for advice and resources. I used resources from the kindergarten teachers such as leveled readers, alphabet games, producing materials, and their personal expertise. Lastly, I am thankful for the paraprofessionals who helped to support my students in their learning of alphabet knowledge while they were in class during non-intervention times.

During my capstone process I was able to use external stakeholders, professionals outside of my building, for support and advice. My CADRE associate, who is also a High Ability Learner teacher, was able to give me advice on how to differentiate lessons to support learners at different levels. I was also able to receive support through a vice-principal of another elementary school in our district. The vice-principal supported me through videotaping lessons, progress monitoring, and giving outside advice on what other kindergarten and special education teachers were doing. Lastly, I was able to receive advice and encouragement through my CADRE cohort. For a learning opportunity I was paired with two other primary teachers who were doing action research on reading skills. These two CADRE teachers helped me to make a progress monitoring plan that including weekly data on letter name and sound identification and sight words. I am thankful for all of the CADRE associates, Capstone professors, district employees and CADRE teachers for supporting my capstone project.