10 Mar 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 st
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.
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TIER 2 INTERVENTION PROFILE |
Student: Lilliana H . Age: 8 years Grade: 3rd
Date of Assessment: MOY Proficiency Level: 4
· VISION – Lilliana’s vision is within normal limits
· HEARING – Lilliana’s hearing is within normal limits
· HEALTH-RELATED CONCERNS – No specific physical or medical concerns
· ATTENDANCE – Lilliana’s attendance has not been an issue
Academic Concerns:
X Reading __ Math X Writing
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AREA OF CONCERN : Lilliana is two grade levels behind in reading and writing. Lilliana is disruptive during reading/language arts, talking to her friends and asking to use the restroom or visit the school nurse. She has been receiving tutoring for the past year focusing on letter sounds and blending. Lilliana struggles with rhyming skills and sight word identification. Errors in her writing impede readability. |
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BACKGROUND: Mother speaks some English but requests a translator for school meetings. Mother shared through an interpreter that she struggled to learn to read as a child and sees the same struggles in Lilliana. Lilliana has an older brother in sixth grade that has been diagnosed with dyslexia and is currently receiving special education services. Lilliana expresses interest in reading to both her mother and classroom teacher but says that it is too hard. Lilliana has not progressed with her proficiency level in two years. She remains at a level 4. Lilliana confuses vocabulary words, names of objectives, and has difficulty retelling a story. |
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TEACHER OBSERVATION: Classroom teacher indicated that Lilliana struggles with learning letters and sounds. They are currently working on blending short vowel and CVC words. Teacher notes that Liliana’s writing is often illegible and confuses b/d, p/q, and vowel sounds. Lilliana writes simple sentences because she struggles to recall vocabulary words and names for objects. She can retell a story when it is read to her. Due to her struggles with decoding, she is not able to retell a story read independently. |
ASSESSMENT DATA
Universal Screener
Dynamic Indicators of Basic Early Literacy Skills 6th Ed.
University of Oregon (Third Grade Benchmark Assessment)
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DIBELS Oral Reading Fluency (DORF) |
Benchmark 1 Beginning/Fall |
Benchmark 2 Middle/Winter |
Benchmark 3 End/Spring |
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Date |
Aug. 18 |
Jan. 12 |
|
|
Words Correct |
24 (benchmark 70 words) |
27 (benchmark 86 words) |
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|
Accuracy |
82% (benchmark 95%)) |
84% (benchmark 96%) |
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|
Retell |
not able to assess (benchmark 20) |
not able to assess (benchmark 26) |
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|
DAZE (Reading Comprehension) |
2 (benchmark 8) |
3 (benchmark 11) |
Phonemic Awareness Screener Assessment
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Phonemic Awareness Skills Assessment |
Results (below 80% is needs intervention) |
Needs Support |
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Skill 1: Onset Fluency: Identifying Initial Sounds in Words |
9/10 |
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Skill 2: Identifying Final Sounds in Words |
8/10 |
|
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Skill 3: Identifying Medial Sounds in Words |
3/10 |
· |
|
Skill 4: Blending Phonemes into Words |
6/10 |
· |
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Skill 5: Segmenting Words into Phonemes |
8/10 |
|
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Skill 6: Rhyme Production |
4/10 |
· |
|
Skill 7: Substituting Phonemes in Words |
5/10 |
· |
|
Skill 8: Adding Phonemes |
4/10 |
· |
|
Skill 9: Deleting Phonemes in Words |
2/10 |
· |
Phonics Survey Assessment
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CORE Phonics Survey |
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Alphabet Skills and Letter Sounds |
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Subtest |
Score |
Observation / Notes |
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A. Letter names – uppercase |
22/26 |
Errors: Y, Q, J, G |
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B. Letter names – lowercase |
21/26 |
Errors: p, q, b, d, g |
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C. Consonant sounds |
16/21 |
Errors: d, b, q, g, j |
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D. Long vowel sounds |
4/5 |
Errors: e |
|
Short vowel sounds |
2/5 |
Errors: e, i, u |
|
Reading and Decoding Skills |
||
|
Subtest |
Score |
Observation / Notes |
|
E. Short vowels in CVC words |
9/15 |
Errors: sip ( sep), rut ( rot), fit ( fet), set ( sit), dit ( det), pem ( pen) |
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F. Consonant blends with short vowels |
5/15 |
Errors: quit ( quite), silk ( sick), sank ( sak), lump (l up), held ( hid) Lillian said she didn’t know how to read any of the nonsense words. |
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G. Short vowels, digraphs, and -tch trigraph |
0/15 |
Lilliana pointed to the words and said, “I can’t read words” |
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H. R-controlled vowels |
0/15 |
“I can’t read words” |
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I. Long vowel spellings |
0/15 |
“I don’t know this words” |
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J. Variant vowels |
0/15 |
“These too hard for me” |
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K. Low frequency vowel and consonant spellings |
0/15 |
“I don’t never see these words before” |
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L. Multisyllabic words |
0/24 |
“I don’t know” |
Writing Sample
“I have a dog. Her name is Winnie. She is a good dog, but she eats food on the table. I love my dog.”
© 2022. Grand Canyon University. All Rights Reserved
© 2022. Grand Canyon University. All Rights Reserved
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