_MG_3575 (1)
Preschool students discuss reading materials while enjoying their choice of seating during reading time.
How often is something exactly what it purports to be? Not an easy question to answer, but Glenwood Community School District has nailed it by embracing, embedding, and implementing Specially Designed Instruction into their preschool curriculum. Students are receiving exactly what the name implies, Specially Designed Instruction (SDI), aimed at meeting the educational needs of each individual student.
Some characteristics of Preschool SDI instruction include intentionality, abundant visuals, the amount of instruction, peer mediated interventions, and peer prompting. Successful SDI requires a collaborative, team approach for problem solving. A host of educational staff get together at least once a month, to discuss student progress based on the data recorded daily by the preschool teacher. They look to see if a goal is being worked on or if an instructional change is needed.
All five preschool teachers and classrooms in the district are on board with integration and delivery of SDI within the school day. All are part of a usability grant in various stages of execution (years one through four). Using specific criteria, early childhood consultants at Area Education Agencies (AEAs) recommended the best sites for grant funds to support the SDI work and provide professional development based on teacher feedback.
_MG_3575 (1)
Preschool students discuss reading materials while enjoying their choice of seating during reading time.
How often is something exactly what it purports to be? Not an easy question to answer, but Glenwood Community School District has nailed it by embracing, embedding, and implementing Specially Designed Instruction into their preschool curriculum. Students are receiving exactly what the name implies, Specially Designed Instruction (SDI), aimed at meeting the educational needs of each individual student.
Some characteristics of Preschool SDI instruction include intentionality, abundant visuals, the amount of instruction, peer mediated interventions, and peer prompting. Successful SDI requires a collaborative, team approach for problem solving. A host of educational staff get together at least once a month, to discuss student progress based on the data recorded daily by the preschool teacher. They look to see if a goal is being worked on or if an instructional change is needed.
All five preschool teachers and classrooms in the district are on board with integration and delivery of SDI within the school day. All are part of a usability grant in various stages of execution (years one through four). Using specific criteria, early childhood consultants at Area Education Agencies (AEAs) recommended the best sites for grant funds to support the SDI work and provide professional development based on teacher feedback.