Posted: August 2nd, 2022

Clinical Field Experience B: Planning Interventions and Family Communication

Assessment Description

Part 1: Research and Planning for Intervention

Reading/Literacy specialists develop intervention plans that are data-driven. These interventions should include resources and strategies that are backed by research and support individual student needs. Additionally, reading/literacy specialists must understand how to best track student data and share the intervention plans with families.  

Collaborate with your mentor to create a 3-day intervention plan for each student identified in Topic 1. Complete the “Research and Planning for Intervention” section in the “Literacy Work Sample (LWS Template).”

Interventions should align to each student’s needs based on the data collected. Include the following in each intervention plan:

· Areas of focus

· Measurable literacy goals

· Intervention strategies and progress monitoring tool

· Support your decision-making for each student with at least one research article or resource. Justify the selected intervention strategies and the alignment to each student’s need s.

· After implementing “Intervention Day 1,” record your observations and progress monitoring data.

Part 2: Communicating with Families

Collaborate with your mentor to compose an email to the families of each of the students selected to participate in the literacy interventions.

Include the following in your email:

· Introduction of yourself as the reading/literacy specialist. Describe your role in the school/classroom.

· Why their student has been selected for literacy intervention.

· Literacy goals selected for that student.

· What the intervention will involve.

· Two strategies/resources to be used at home to support the student’s goals.

· When you will provide them with an update on the student’s progress.

Literacy Work Sample (LWS)

Clinical Field Experience Journal Link:

Classroom Observation Data Collection

Observation Notes: B
ehavior, participation, learning style, strengths/weaknesses, learning challenges, social interactions, distractions, perseverance/motivation, etc.

Student 1:

Student 2:

Student 3:

Discussion Notes/Additional Information:
Individual literacy needs based on assessment data, individual behavior/social-emotional needs, IEP/504 plan, language needs, successful strategies used, and unsuccessful strategies used.

Student 1:

Student 2:

Student 3:

Pre-Assessment of Reading Performance

QRI Data:
Record information obtained from implementation of the QRI for each student including literacy strengths and areas of need.

Student 1:

Student 2:

Student 3:

Research and Planning for Intervention

Intervention Day 1

Student 1:

Student 2:

Student 3:

Areas of Focus

Measurable Literacy Goals

Intervention Strategies/ Progress Monitoring Tool

Research/Resource

Observations

Progress Monitoring Data

Intervention Day 2

Student 1:

Student 2:

Student 3:

Areas of Focus

Measurable Literacy Goals

Intervention Strategies/ Progress Monitoring Tool

Revisions

Research/Resource

Observations

Progress Monitoring Data

Intervention Day 3

Student 1:

Student 2:

Student 3:

Areas of Focus

Measurable Literacy Goals

Intervention Strategies/ Progress Monitoring Tool

Revisions

Research/Resource

Observations

Progress Monitoring Data

Post-Assessment

Post-Assessment Data:
Assessment results, progress made toward goals, instructional adjustments needed, and next steps.

Student 1:

Student 2:

Student 3:

© 2020. Grand Canyon University. All Rights Reserved.

© 2020. Grand Canyon University. All Rights Reserved.

Expert paper writers are just a few clicks away

Place an order in 3 easy steps. Takes less than 5 mins.

Calculate the price of your order

You will get a personal manager and a discount.
We'll send you the first draft for approval by at
Total price:
$0.00