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Discuss each activity in detail specifying which assessments will be used in the future, the rationale and how often they should be administered, the areas and skills that will be assessed.

by | Nov 11, 2022 | Education | 0 comments

 

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Assignment 4: Intervention program: After working with your student, a minimum of three times, administer a post assessment to identify progress or lack thereof. Based on the results of the post assessment, the Candidate will:
develop an intervention program designed to address the needs of the child.
describe how and why the program created and the steps and activities described will benefit the student.
analyze and reflect on the program.
discuss each activity in detail specifying which assessments will be used in the future, the rationale and how often they should be administered, the areas and skills that will be assessed.
use information from the post-assessments, whether or not the child has mastered the skill (s), to create next steps, explaining how assessments, including formative and summative assessments, will be used for further planning.
The Intervention plan should:
Be aligned with the common core standards.
Include suggestions for teachers and parents whose students (children) are struggling learners.
Course texts and outside sources will be used to support discussion, including the required text.
The intervention program should include
1. Abstract that briefly summarizes the paper. It should be written after you have completed the paper.
Please see: http://owl.english.purdue.edu/owl/resource/752/04/Links to an external site.
2. Bibliography- that includes at least 18 uniquely cited sources that are referred to in the body of the Case Study. Course Text
Text 1: Johnson, A. Reading intervention.
https://youtu.be/Tr6l3fJb_GoLinks to an external site.
Text 2: The Access Center. Early reading assessment: a guiding tool for instruction. Reading Rockets. http://www.readingrockets.org/article/early-reading-assessment-guiding-tool-instructionLinks to an external site.
Text 3: Open this website to view evidence-based reading programs by clicking on literacy and/or children and youth with disabilitiesLinks to an external site.. IES>WWC. https://ies.ed.gov/ncee/wwc/Links to an external site.
Text 4: Erekson, J., Opitz, M., & Schendel, R. (2020). Understanding, Assessing, and Teaching Reading: A Diagnostic Approach (8 Edition). Boston, MA: Pearson.
Chapter 10, “Vocabulary”, (pp. 216-251).
Text 5: Read. Erekson, J., Opitz, M., & Schendel, R. (2020).). Understanding, Assessing, and Teaching Reading: A Diagnostic Approach (8th Edition). Boston, MA: Pearson.
Chapter 11”, (pp. 254-281).
Text 6: Read. Erekson, J., Opitz, M., & Schendel, R. (2020). Understanding, Assessing, and Teaching Reading: A Diagnostic Approach (8th Edition). Boston, MA: Pearson.
Chapter 12, “Fluency”, (pp. 282-300).
Optional resources
Armbruster, P., Lehr, F. & Osborn, J. Put reading first: K-3. https://www.nichd.nih.gov/publications/pubs/Documents/PRFbooklet.pdf
The template for the assignment is attached.

 

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