We have a big school system and many students needing PLPs, let alone other kinds of interventions – how do we handle so many kids being processed at the same time?
First, if many students require interventions, the problem-solving approach needs to be applied to the class (and/or school and/or district) assessment data with subsequent focus on changing curriculum and instruction to improve student performance. Using data in a school-wide manner will help inform a school improvement plan. Second, when many students require PLPs or interventions in other areas, and have similar needs, schools may choose to utilize the “standard protocol approach” – in which a similar, alternate program is provided to a flexible group of students needing supplemental support. This can be thought of as a “group” PLP or plan – and referred to in individual students’ documentation with a common description. It is particularly important to adopt a Benchmarking and Progress monitoring assessment process (often using Curriculum-Based Measurement) to quickly and effectively identify students in need and track their progress. Research suggests curriculum-based measures are
