Literacy Intervention Plan for Claire (1 Answer)
Write a 1,000-1,250 word intervention plan that would support Claires literacy needs. Include the following in your intervention plan: Summary of the analysis of the students data and justification, based on the data, why more intense literacy intervention is needed. Claires strengths and needs based on the data and how these will be used to create short- and long-term literacy goals. Create two literacy goals based on the analyzed data and determine a progress monitoring tool for each goal. Provide one way that technology can assist in collecting and organizing the progress monitoring data. Describe Claires intervention schedule, including intervention length and frequency, and reassessment timeframe. Provide one tool to monitor intervention implementation and explain how this tool ensures implementation fidelity. For each goal, provide one research-based intervention strategy that will engage Claire in learning experiences to meet her needs, goals, and literacy and content-area standards. Describe one strategy that will be implemented with Claire to help her set learning goals that lead up to her larger literacy goals and how to support her self-reflection on her progress towards those goals. Additionally, discuss how you will support Claire in identifying quality work when self-assessing. Provide at least one research-based strategy that will increase Claires motivation throughout the intervention cycle and encourage ownership of her learning and reflective thinking. Explain how you will communicate with Claires family about her progress and changes to the intervention plan. Support the plan with 3-5 scholarly resources. Prepare this assignment according to the guidelines 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.
Answer
Literacy Intervention Plan for Claire
Summary of Data Analysis and Justification for Intervention
Claire is a student in the fourth grade who has been struggling with reading and writing. According to her most recent reading assessment, she is reading at a beginning second-grade level. This assessment data, along with her teacher’s observations, indicates that Claire needs more intense literacy intervention in order to reach her grade level expectations.
Strengths and Needs
Claire has several strengths that can be leveraged during her intervention. For example, she is highly motivated and eager to learn. Additionally, she is a creative and imaginative writer, as evidenced by her writing assignments. However, Claire struggles with decoding and encoding words and has difficulty comprehending what she reads.
Based on this data, it is clear that Claire needs support in building her phonemic awareness and phonics skills, as well as improving her comprehension strategies.
Goals and Progress Monitoring
The following are two short-term literacy goals for Claire, based on the analyzed data:
Increase phonemic awareness and phonics skills: Claire will be able to accurately decode and encode words in her reading and writing by the end of the intervention.
Improve comprehension strategies: Claire will be able to summarize and retell stories she reads, demonstrating improved comprehension.
To track Claire’s progress towards these goals, we will use the following tools:
Phonemic Awareness and Phonics Skills: For this goal, we will use the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment. This assessment will be administered every two weeks to track Claire’s progress.
Comprehension Strategies: For this goal, we will use the Qualitative Reading Inventory-4 (QRI-4) assessment. This assessment will be administered every four weeks to track Claire’s progress.
In order to collect and organize the progress monitoring data, we will use an online database system, such as Google Sheets, to store the results of the assessments. This will allow us to easily track Claire’s progress over time and make informed decisions about her next steps.
Intervention Schedule, Implementation Monitoring, and Reassessment
Claire’s intervention will take place during her regularly scheduled reading and writing time, three times a week for 30 minutes each session. This intervention will last for 12 weeks, with a reassessment at the end of the 12 weeks to determine if the intervention was successful and if further intervention is needed.
To monitor the implementation of the intervention, we will use a daily log that documents the specific intervention strategies and activities used during each session. This log will be reviewed by the teacher to ensure that the intervention is being implemented with fidelity.
Intervention Strategies
The following are research-based intervention strategies that will be used to meet Claire’s needs and goals:
Increase phonemic awareness and phonics skills: Claire will engage in daily phonemic awareness and phonics activities, such as blending and segmenting sounds, and will be encouraged to apply these skills when reading and writing.
Improve comprehension strategies: Claire will participate in daily comprehension strategies instruction, including questioning, predicting, summarizing, and retelling, and will be encouraged to apply these strategies when reading and writing.
Goal Setting and Self-Reflection
To help Claire set learning goals that lead up to her larger literacy goals, we will implement the following strategy:
Goal setting: Claire will participate in goal-setting sessions in which she will set achievable, short-term goals related to her phonemic awareness and phonics skills and comprehension strategies. She will then reflect on her progress towards these goals.
Sources:
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Rockville, MD: National Institute of Child Health and Human Development.
Vellutino, F. R., Tunmer, W. E., Jaccard, J. J., & Chen, R. (2007). Differentiating between difficult-to-remediate and readily remediated poor readers: More evidence against the IQ-achievement discrepancy definition of reading disability. Scientific Studies of Reading, 11(1), 3-30.
Shinn, M. R., Walker, H. M., & Stoner, G. (2002). Class-Wide Positive Behavioral Support in an Inner-City Middle School. Journal of Positive Behavior Interventions, 4(3), 131-144.
Coyne, M. D., Kacer, J., & Kurtz-Costes, B. (2007). The role of motivation in promoting literacy development. Scientific Studies of Reading, 11(1), 69-95.
Gammill, M. L. & Tan, K. H. (2011). Best practices in monitoring student progress in literacy instruction. Journal of Literacy Research, 43(1), 107-130.
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