# Example of a Personalized Instructional Plan for Elementary Teachers

## A Sample PIP of a First Grade Student

This is an example of a Personalized Instruction Plan (PIP = Instruction that is tailored to specific needs of the learner) which focuses on data analysis, observations, and a treatment plan which was tailored for a specific individual.

Introduction

This case study was done on a first grade grade student named "Bobby." This Personalized Instructional Plan will help Bobby in the future with math concepts and the regulated state exams that he will have to take.

Bobby was chosen for this case study because he was having trouble keeping up with his class. Throughout the past several months I have worked with Bobby in mathematics. We worked together on problem solving, counting by 2's, 4's, and 6's, and looking for patterns .Bobby was a wonderful student to work with, he took his time and tried to figure out all of the problems on his own.

Description of Student

Bobby has an older brother named Billy who he enjoys playing dinosaurs with. When Bobby isn't in school he likes to ride his bike, watch Spider man and play with his friends. Bobby's favorite things to do at school is play at gym, recess, and storyteller. Bobby finds it hard to count by 2's, 4's, and 6's without using manipulatives.

Description of Assessment Tools and Procedure

Some of the tools and procedures that can be used to help students solve math problems are manipulatives (coins, counters, dice, small trinkets, etc.), drawing a picture, looking for patterns, using tables or graphs and logical thinking.

Bobby used manipulatives, looking for patterns, and logical thinking during this observation.

Data Analysis of Pre-Assessment

The first problem I gave Bobby was a word problem. I read him the problem, then told him that he could figure it out by using manipulatives, drawing a picture, or any other way that he could think of.

He decided to use manipulatives and told he everything that he was doing step-by-step to solve the problem. This process seems really easy for him. When I gave him another problem that was quite similar and told him he had to use logical thinking to solve it, he had a hard time. I found that when he uses a hands-on approach to solving a problem he can grasp the concept much easier.

Treatment Plan

Throughout the months that I worked with Bobby he had very few difficulties solving math problems when he used manipulatives. When I asked Bobby to count by fours using logical thinking he could only count to eight. When I presented him with manipulatives he could count by fours up to forty. When I presented him with a problem where he had to look for a pattern, he couldn't see it. If I told him he could draw it, he still didn't see the pattern. It was only Bobby used manipulatives that he cold see the pattern.

My Teaching strategies for all of the problems that I gave Bobby was to first, talk about the problem. Next, I would see if he could do it on his own. If he was having difficulty working out the problem, I would then allow him to use manipulatives. Using manipulatives was only was Bobby could figure out the correct answer to the problem.

Reflections and Observations

Bobby's strengths in figuring out math problems were using manipulatives and trying to figure out the problem on his own. Bobby did not need assistance in solving problems that involved using manipulatives.

Conclusion

I recommend that Bobby practice counting by 2's, 4's and 6's everyday. I also recommend that Bobby be allowed to use manipulatives to solve math problems. He will gain a better understanding of math problems if he uses manipulatives.

Looking for more information on observations and assessment? Try this independent reading conference form/checklist , guide to grading students, and assessment portfolio and rubrics.