09 Oct Imagine you have a student, named Lilliana, in your third grade classroom and you have been gathering data on her academic progress. You have found that she has consistently scored below grade level on Tier 1 summative assessments in reading

Not only is data important for planning instruction, but it is also essential for informing intervention and remediation. When considering intervention and remediation for struggling students, multiple data points should be analyzed to identify the specific needs of the learner.

Imagine you have a student, named Lilliana, in your third grade classroom and you have been gathering data on her academic progress. You have found that she has consistently scored below grade level on Tier 1 summative assessments in reading.

Additional assessments have been administered to gather data on Lilliana’s individual needs for Tier 2 intervention. Analyze the data from the “Tier 2 Intervention Profile ” to create an intervention plan based on Lilianna’s needs.

Write a 250-500 word intervention plan that includes the following:

Identify specific learning goals.

Describe instructional strategies or activities to help support Lilliana’s needs.

Discuss how you addressed language barriers and language-based disabilities, including dyslexia, to create intervention and remediation to support Lilliana.

Explain how you used data to evaluate personal practice and modify literacy instruction to meet Lilliana’s learning needs and promote positive outcomes.

Support this assignment with a minimum of three scholarly resources.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MEd Early Childhood and Early Childhood Special Education (ITL/NITL)

1.7: Identify language barriers and language-based disabilities, including dyslexia, to guide intervention and remediation to support young learners. [EI/ECSE 1.4; InTASC 6(g), 6(l)]

3.3: Use data to reflect upon and evaluate personal practice, and appropriately modify instruction to meet each child’s learning needs and promote positive outcomes. [EI/ECSE 7.2; NAEYC 6e; InTASC 7(d), 7(f), 9(g); MC2]