Complete and turn in a written summary of your child change project. The written summary should include a paragraph about each of the following a. A descrip
This is the question you answer for the Rationale and Reference. I have attached My Target Child, Intervention and other documents for your guide.
13. Complete and turn in a written summary of your child change project. The written summary
should include a paragraph about each of the following
a. A description of strengths, needs, and interests of the focus learner
b. A behavioral definition of the learning goal, a description of why the target
behavior/learning goal was important to address, and 3-5 observable and measurable
objectives, and (d) the communication skill associated with the learning goal
c. An accurate and comprehensive description of the procedures used for data collection
d. A description of the intervention or teaching/learning strategies you used (IF you had
to change or adjust your intervention part way through, describe the change here)
e. A rationale for selecting and using your intervention with at least two references from
peer-reviewed, academic journals
f. A graph that accurately depicts your learning goal data
g. A graph that accurately depicts your communication skill data
h. An analysis of the data that indicates where the learner is currently performing in
relation to the learning goal and communication skill, changes you would make to the
intervention, teaching strategy, or data collection if you could do it all over again, and
a clear description of next steps for the focus learner (i.e. how would you continue to
help the child make progress toward his/her individualized goals
1
Strategy Instruction Project- Grading Rubric
|
Unacceptable |
Developing |
Proficient |
Exemplary |
|
|
Target Child |
The description of the focus learner includes information about less than 3 of the following: Their strengths, weaknesses, age, grade level, and special education services received (e.g. speech, BIP, OT) and/or the description is poorly written and difficult to understand. Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are unacceptable. This section is difficult to read and understand. |
The description of the focus learner includes information about 3 of the following: Their strengths/interests, weaknesses, age, grade level, and special education services received (e.g. speech, BIP, OT). Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are acceptable, however, at times, this section is difficult to read and understand. |
The description of the focus learner includes information about 4 of the following: Their strengths/interests, weaknesses, age, grade level, and special education services received (e.g. speech, BIP, OT). Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are proficient. This section is mostly easy to read and understand. |
The description of the focus learner includes information about all of the following: Their strengths/interests, weaknesses, age, grade level, and special education services received (e.g. speech, BIP, OT). Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are at an advanced level of proficiency. This section is easy to read and understand. Great Job |
|
Target Behavior |
One or more of the required elements is missing from your paper and/or all three descriptions are not well written or accurate. Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are unacceptable. This section is difficult to read and understand. |
A description of each of the following is included: (a) the behavior to be targeted for intervention, (b) a rationale for why the behavior should be targeted, and (c) 3-5 observable and measurable objectives, and (d) the targeted communication skill; however, two are not well written or accurate. Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are acceptable, however, at times, this section is difficult to read and understand. |
A description of each of the following is included: (a) the behavior to be targeted for intervention, (b) a rationale for why the behavior should be targeted, and (c) 3-5 observable and measurable objectives, and (d) the targeted communication skill; however, one is not well written or accurate. Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are proficient. This section is mostly easy to read and understand. |
A well written and accurate description of each of the following is included: (a) the behavior to be targeted for intervention, (b) a rationale for why the behavior should be targeted, and (c) 3-5 observable and measurable objectives, and (d) the targeted communication skill Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are at an advanced level of proficiency. This section is easy to read and understand. Great Job |
|
Data Collection |
One or both of the required elements is missing from your paper. Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are unacceptable. This section is difficult to read and understand. |
A description of the process used to collect data is included (i.e. an account of how the data were collected with not enough detail that someone else could collect your data without you being there) AND an explanation of the type of data that were collected is provided (e.g. latency, duration, frequency, intervals, etc.); however, it is not accurate OR the type of data collected does not make sense given the targeted behavior. Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are acceptable, however, at times, this section is difficult to read and understand. |
A description of the process used to collect data is included (i.e. an account of how the data were collected with enough detail that someone else could collect your data without you being there; however, the person would need to ask a few questions first) AND an accurate explanation of the type of data that were collected is provided (e.g. latency, duration, frequency, intervals, etc.) OR a well written description of the process used to collect data is included (i.e. an account of how the data were collected with enough detail that someone else could collect your data without you being there); however, the type of data that were collected is inaccurate (e.g. you collected latency data but called it duration) AND the type of data collected makes sense given the targeted behavior. Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are proficient. This section is mostly easy to read and understand. |
A well written description of the process used to collect data is included (i.e. an account of how the data were collected with enough detail that someone else could collect your data without you being there) AND an accurate explanation of the type of data that were collected is provided (e.g. latency, duration, frequency, intervals, etc.) AND the type of data collected makes sense given the targeted behavior. Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are at an advanced level of proficiency. This section is easy to read and understand. Great Job |
|
Intervention |
The intervention or teaching strategy is described only generally and/or the description is so vague that it is unclear exactly what was implemented and how. Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are unacceptable. This section is difficult to read and understand. |
The intervention or teaching strategy is described; however, details and examples are not clear enough that the reader can understand how you implemented the intervention (i.e. someone would need you to be there in order to use your intervention). Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are acceptable, however, at times, this section is difficult to read and understand. |
(1) The intervention or teaching strategy is described in a complete and detailed manner. (2) An explanation of why the intervention was chosen is included. (3) Details and/or examples are provided that allow the reader to understand how you implemented the intervention; however, someone would need to ask a few questions before they could use your intervention without you being there. Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are proficient. This section is mostly easy to read and understand. |
(1) The intervention or teaching strategy is described in a complete and detailed manner. (2) An explanation of why the intervention was chosen is included. (3) Specific details and/or examples are provided that allow the reader to understand exactly how you implemented the intervention (i.e. someone could use your intervention without you being there simply from reading your description). Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are at an advanced level of proficiency. This section is easy to read and understand. Great Job |
|
Rationale & References |
The intervention description includes a rationale with less than two references to professional literature and/or the references included do not match the intervention that you used. Reference(s) have multiple APA errors. |
The intervention description includes a rationale with two references supporting the use of the intervention or strategy that you used. Both references mostly follow APA format, there may be a few mistakes |
The intervention description includes a rationale with two references to the professional literature supporting the use of the intervention or strategy that you used. The references include at least one professional journal (e.g. Teaching Exceptional Children, Intervention in School and Clinic). Both references follow APA format with little or no mistakes |
The intervention description includes a rationale with two references to the professional literature supporting the use of the intervention or strategy that you used. Both references are from professional journals (e.g. Teaching Exceptional Children, Intervention in School and Clinic). Both references follow APA format with little or no mistakes |
|
Learning Goal Data |
The graph does not accurately depict the data collected (e.g. rates, percentages, etc. are calculated and represented correctly) AND/OR the graph includes less than two of the following components: (1) The X and Y axis are labeled accurately (i.e. the Y axis indicates the behavior and type of data collected and the X axis indicates a measure of time); (2) A separation between baseline and intervention data is indicated with a solid line; (3) The baseline and intervention phases are labeled accurately; and (4) Any change in intervention is indicated with a dotted line. |
The graph accurately depicts the data collected (e.g. rates, percentages, etc. are calculated and represented correctly) AND the graph includes two of the following components: (1) The X and Y axis are labeled accurately (i.e. the Y axis indicates the behavior and type of data collected and the X axis indicates a measure of time); (2) A separation between baseline and intervention data is indicated with a solid line; (3) The baseline and intervention phases are labeled accurately; and (4) Any change in intervention is indicated with a dotted line. |
The graph accurately depicts the data collected (e.g. rates, percentages, etc. are calculated and represented correctly) AND the graph includes three of the following components: (1) The X and Y axis are labeled accurately (i.e. the Y axis indicates the behavior and type of data collected and the X axis indicates a measure of time); (2) A separation between baseline and intervention data is indicated with a solid line; (3) The baseline and intervention phases are labeled accurately; and (4) Any change in intervention is indicated with a dotted line. |
The graph accurately depicts the data collected (e.g. rates, percentages, etc. are calculated and represented correctly) AND the graph includes all of the following components: (1) The X and Y axis are labeled accurately (i.e. the Y axis indicates the behavior and type of data collected and the X axis indicates a measure of time); (2) A separation between baseline and intervention data is indicated with a solid line; (3) The baseline and intervention phases are labeled accurately; and (4) Any change in intervention is indicated with a dotted line. |
|
Communication Skill Data |
The graph does not accurately depict the data collected (e.g. rates, percentages, etc. are calculated and represented correctly) AND/OR the graph includes less than two of the following components: (1) The X and Y axis are labeled accurately (i.e. the Y axis indicates the behavior and type of data collected and the X axis indicates a measure of time); (2) A separation between baseline and intervention data is indicated with a solid line; (3) The baseline and intervention phases are labeled accurately; and (4) Any change in intervention is indicated with a dotted line. |
The graph accurately depicts the data collected (e.g. rates, percentages, etc. are calculated and represented correctly) AND the graph includes two of the following components: (1) The X and Y axis are labeled accurately (i.e. the Y axis indicates the behavior and type of data collected and the X axis indicates a measure of time); (2) A separation between baseline and intervention data is indicated with a solid line; (3) The baseline and intervention phases are labeled accurately; and (4) Any change in intervention is indicated with a dotted line. |
The graph accurately depicts the data collected (e.g. rates, percentages, etc. are calculated and represented correctly) AND the graph includes three of the following components: (1) The X and Y axis are labeled accurately (i.e. the Y axis indicates the behavior and type of data collected and the X axis indicates a measure of time); (2) A separation between baseline and intervention data is indicated with a solid line; (3) The baseline and intervention phases are labeled accurately; and (4) Any change in intervention is indicated with a dotted line. |
The graph accurately depicts the data collected (e.g. rates, percentages, etc. are calculated and represented correctly) AND the graph includes all of the following components: (1) The X and Y axis are labeled accurately (i.e. the Y axis indicates the behavior and type of data collected and the X axis indicates a measure of time); (2) A separation between baseline and intervention data is indicated with a solid line; (3) The baseline and intervention phases are labeled accurately; and (4) Any change in intervention is indicated with a dotted line. |
|
Data Analysis |
Two or more of the required elements is missing from your paper OR the analysis is poorly written and difficult to understand. Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are unacceptable. This section is difficult to read and understand. |
Your analysis includes two of the following: (1) An explanation of how you felt the intervention worked (or didn’t work); (2) changes you made during the project and/or would make in the future if you were to do it again; (3) the next steps for the target child/children that tell how you would continue to help the child make progress toward his/her goals. Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are acceptable, however, at times, this section is difficult to read and understand. |
Your analysis includes the following: (1) An explanation of how you felt the intervention worked (or didn’t work); (2) changes you made during the project and/or would make in the future if you were to do it again; (3) the next steps for the target child/children that tell how you would continue to help the child make progress toward his/her goals. Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are proficient. This section is mostly easy to read and understand. |
Your analysis includes the following: (1) An explanation of how you felt the intervention worked (or didn’t work); (2) changes you made during the project and/or would make in the future if you were to do it again; (3) the next steps for the target child/children that tell how you would continue to help the child make progress toward his/her goals. Additionally, your analysis is well written and clearly shows that you spent time considering the implications of the project. Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are at an advanced level of proficiency. This section is easy to read and understand. Great Job |
,
SIP Part 1: Target Child (2 points each)
Describes the student’s strengths and specific academic needs He shows that he has trouble with communicating with fluency and accuracy. chooses to be alone and stay away from group work. Whenever he does communicate with students it results in him being upset or not being involved in the actual conversation. He shows academic strengths in all subjects in school. He scored average in reading and above average on his math assessments. Although he has trouble staying on task during instructional time, he has no issue with turning in his work. He is very detailed oriented. He has difficulty answering both literal and inferential questions. He also struggles to explain exactly what is wrong with him or what he is thinking. He struggles with transitions and changes in the daily schedule. He has many outbursts throughout the day due to things he does not like, such as “too long” to answer questions. His outbursts do not negatively affect his academics; however, they do affect his social/emotional wellbeing and the peers around him. He has difficulty with fine motor skills (ie. holding a pencil and using scissors). He has temper tantrums when things are out of place, or he gets overwhelmed by what was happening around him. His temper tantrums included a lot of uncontrolled body movements along with sporadic moments of screaming. He has a hard time relating to his peers at school.
Describes the student services received The services he receives will be small group setting for content subjects and speech (30 mins X 4) weekly.
Total: ____________
Comments: The target area I will work with my student is his language, reading and writing skills and fine motor skills.
,
SIP Part 4: Project Proposal (2 points each)
Learning goal and objectives are rewritten with
Feedback applied if necessary ________
Learning Goal: The student will increase their reading comprehension by learning more vocabulary words and use context clues.
Learning Objective 1: The Student will be able to identify the main idea of a text, supporting details, and make inferences based on evidence from the passage, demonstrating understanding through written responses or verbal discussion.
Learning objectives 2 : Students will be able to preview text, activate prior knowledge, identify main ideas, summarize key points, and use context clues to build vocabulary and improve comprehension.
Communication goal and objectives are rewritten
with feedback applied if necessary
Communication Goal: The student will develop a functional social skills and peer interactive.
Objective: The student will start and sustain basic conversations with classmates, using proper greetings and turn-taking, in at least two different social contexts.
_________
Data Collection is rewritten with feedback applied if necessary
Students will be evaluated on their understanding of the instructions given. I will A
administer standardized tests or teacher-made assessments to measure specific skills. Progress monitoring probes will be marginal assessments to track progress over time on targeted skills.
__________
Intervention steps are clearly described
The invention steps will be to focus on specific aspects such as articulation, fluency, vocabulary, grammar, and comprehension. By Utilizing exercises and activities designed to enhance language skills, which will be customized to meet the students’ requirements.
___________
SIP Part 2: Data Collection (8 points each)
Assessment for Academic need is clearly described
(e.g., number of questions provided, types of questions)
The assessment will be done on the unit we are currently studying, The Water Cycle. Students will be expected to know the water cycle and what the water cycle consists of. Students will be evaluated on the locations and percentages of water on Earth's surface. This assessment will show their diverse cognitive abilities, the assessment will include a mix of question types like multiple-choice, true/false, fill-in-the-blanks, short answer, essay, and application-based problems, depending on the complexity of the topic and research goals. The Learning goal for my students is to increase their reading comprehension. Therefore, I will be implementing reading comprehension strategies. Students will be able to identify the main idea of a text, supporting details, and make inferences based on evidence from the passage, demonstrating understanding through written responses or verbal discussion. Research questions will be the foundation of the assessment. They will be specific, focused, and designed to address the core of lessons. I will ask effective research questions involving structured conversations: Identify objectives and determine key questions. A well-formulated research question will be clear, concise, and researchable based on the unit of study. My research objectives are the specific goals I want my students to achieve. These objectives are developed to guide the research process and provide a clear plan for how the research will be conducted, analyzed, and evaluated. Every question on the assessment will directly be related to a specific research objective, allowing for targeted data collection to answer the research questions effectively.
The question types will consist of the following:
Multiple Choice to consist of five (5) questions
True/False four (4) questions
Short Answers, which will consist of 3 questions
An Essay will consist of one question and a constructive response. The students must write at least three paragraphs on a given question concerning Water on Earth’s surface to include the water cycle.
The purpose of the assessment is to assess basic knowledge on the subject presently being taught. For example, we are studying the Water on Earth’s Surface. Students will be tested on their understanding of instructions. Assessments will reveal how well students have learned what I want them to learn while instruction ensures that they learn it. Therefore, assessments, learning objectives, and instructional strategies will be closely aligned to reinforce one another. Learning objectives : Students will be able to preview text, activate prior knowledge, identify main ideas, summarize key points, and use context clues to build vocabulary and improve comprehension.
Assessments Students will be evaluated on their understanding of the instructions given. I will A
administer standardized tests or teacher-made assessments to measure specific skills. Progress monitoring probes will be marginal assessments to track progress over time on targeted skills.
Research questions will be the foundation of the assessment. They will be specific, focused, and designed to address the core of lessons. I will ask effective research questions involving structured conversations: Identify objectives and determine key questions. A well-formulated research question will be clear, concise, and researchable based on the unit of study. My research objectives are the specific goals I want my students to achieve. These objectives are developed to guide the research process and provide a clear plan for how the research will be conducted, analyzed, and evaluated.
An explanation of data collection types for academic purposes is standardized tests, curriculum-based assessments, work samples, and error analysis. For behavioral, frequency counts, duration recording, interval recording, anecdotal notes; functional is adaptive skills, communication skills, social interactions. I will record students’ behavior in real-time using a structured observation protocol, such as anecdotal notes : Brief descriptions of observed behaviors and situations. Frequency counting: Tallying how many times a specific behavior occurs within a given time, Duration recording: measuring how long a behavior lasts, Interval recordi
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