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REA-570

Literacy Work Sample Presentation

Students

Student Intervention and Assessment Process, and Progress

Mario

Student 1

Intervention

Research and Planning for Intervention

Day 1 Intervention

Day 1

Areas of Focus Phonics

Measurable Literacy Goals Mario will name the letter and identify the corresponding sound 7 out of 10 times when prompted. He will score 80% percent or above on the letter/sound recognition OPM.

Intervention

Strategies/ Progress Monitoring Tool Mario will work on approaching level curriculum during differentiated instruction with a focus on phonics. The teacher will use the district provided tracking chart to monitor progress on letter/sound recognition OPMs.

Research/Resource Foundational Skills: https://www.pathstoliteracy.org/braille-brain-best-practices-foundational-skills/#

It is crucial for students to have a strong foundation in literacy skills for them to be successful, life-long readers. Mario needs to strengthen his literacy foundation before he moves into the complex text he needs to read for the state assessments to demonstrate proficiency.

Observations Mario began the lesson with enthusiasm. When he began to have difficulty, he began to put his head down and refuse to participate in the lesson. He remained reluctant until it was time for the OPM. He then stated he wanted to get 100% and put some effort into the assessment, but failed to reach his goal of 80%

Progress Monitoring Data 65%

Intervention Day 2

Day 2

Areas of Focus Phonics

Measurable Literacy Goals Mario will name the letter and identify the corresponding sound 7 out of 10 times when prompted. He will score 80% percent or above on the letter/sound recognition OPM.

Intervention Strategies/ Progress Monitoring Tool Since Mario was not successful in the previous lesson, it was decided to change the original intervention plan and reteach the lesson to ensure proficiency. The teacher will use the district provided tracking chart to monitor progress on letter/sound recognition OPMs.

Revisions

Mario will receive instruction individually with an interventionist rather than at small group.

Research/Resource Reteaching: https://kristinenannini.com/re-teaching/#

Reteaching is important to expose students multiple times to the material. It is a good strategy to ensure all students can demonstrated proficiency before moving on to the next skill.

Observations Mario was more focused during one-to-one instruction, but still required lots of redirecting to complete tasks. He performed slightly better than the previous lesson but did not reach his goal.

Progress Monitoring Data 70%

Intervention Day 3

Day 3

Areas of Focus Phonics

Measurable Literacy Goals Mario will decode CVC words with initial and ending sounds corresponding to the letters he had been working with. He will score 80% percent or above on the corresponding OPM.

Intervention Strategies/ Progress Monitoring Tool Mario will work on decoding using Horizons Discovery for an hour. He will work for 30 minutes with the interventionist and 15 minutes on the software after he completes the skill check. The teacher will use the program skill check and tracker to monitor progress.

Revisions Since Mario met with some success on the previous lesson, it was decided to let him move on, but reinforce the letters he worked on.

Research/Resource Systematic Literacy Instruction: https://www.readinghorizons.com/reading-strategies/teaching/phonics-instruction/what-is-systematic-and-explicit-phonics-instruction#

Mario will continue to receive systematic phonics instruction with some built in review time to help him reach his 80% goal.

Observations Mario responded well to instruction. He seemed more engaged and prepared to work. He did not reach his goal but is steadily progressing towards it. He still requires a lot of redirection.

Progress Monitoring Data 75%

Student 1

Post Assessment

Mario regressed by 5 points on his iReady growth check. He kept falling asleep and did not work diligently. Mario will begin to work one-on-one with the interventionist and will be closely monitored. If he continues to regress on the next diagnostic, he will be referred to the school psychologist for further testing to determine if he needs specialized instruction.

Student 1

Pre-Assessment of Reading Performance

Mario scored on a kindergarten level in the iReady Diagnostic, with phonics being the lowest domain. The recommended next steps are to teach letter/sound recognition and decoding of regularly spelled one syllable words. Mario responded positively to one-to-one instruction and did not do well when placed in a group. Mario has many concerning behavior issues, including running away from the classroom and hiding.

QRI

Mario scored in the frustration level in all sections on the pre-primer list.

Mario wants to learn to read but requires explicit and systematic phonics instruction.

Student 1

Classroom Observation Data Collection

Mario exhibits impulsive behaviors which often turn violent towards himself and others. He is also verbally aggressive towards his classmates and teachers. He has been retained twice, once in kindergarten, and once in third grade. It is his second year in third grade. Mario never participates in classroom activities even when directly called on. Mario struggles with phonics and is a nonreader. He is not motivated and is easily distracted. He gives up easily and throws his journals on the floor. He often puts his head down and sleeps during class.

Melanie

Student 2

Student 2

Post Assessment

Melanie grew by 19 points on her iReady growth check. She took her time and scored at a second-grade level overall. Phonics was not her lowest domain on this assessment, it was comprehension of informational text. Melanie will continue to receive intervention until she can achieve on grade-level status.

Student 2

Pre-Assessment of Reading Performance

Melanie scored on a first-grade level on the iReady Diagnostic, with the lowest domain being phonics. The recommended next steps are to teach decoding CCVC words with initial l-blends and r-blends and encoding regularly spelled one-syllable words with short vowels. Melanie responds well in small group instruction and works hard to reach the goals set by her teacher. Last year, Melanie’s teacher filled out a request for assistance form and her teacher presently agrees with that need.

QRI

Melanie scored on the frustration level in all sections on the primer list.

Melanie is eager to learn but needs explicit instruction in decoding.

Student 2

Classroom Observation Data Collection

Melanie has a positive attitude and is very motivated to learn and make good grades. She reads on a first-grade level and was retained last school year in third grade. Melanie appears to have memorized words because she struggles to decode unknown words and does not understand phonics rules. Melanie is easily distracted by her peers and leaves many assignments incomplete as a result. Melanie needs one to one instruction as this is her preferred method of learning. Melanie often asks for help with her work and gets upset if she is redirected to continue working on her own.

Intervention

Research and Planning for Intervention

Day 1 Intervention

Day 1

Areas of Focus Phonics

Measurable Literacy Goals Melanie will decode CCVC words with initial r-blends and l-blends in 20 of 25 instances. She will score 80% percent or above on the corresponding skill check.

Strategies/ Progress Monitoring Tool Melanie will work on decoding using Horizons Discovery for an hour. She will work for 15 minutes on the software and 30 minutes with the interventionist. The teacher will use the program skill check and tracker to monitor progress.

Research/Resource Foundational Skills: Horizons Discovery Intervention:https://www.readinghorizons.com/reading-curriculum/elementary-reading-curriculum/direct-instruction

Horizons provides explicit phonics instruction based on the science of reading and Scarborough’s Reading Rope. Since Melanie is working on CCVC words, she can skip the first lessons in chapter 1 and begin with r-blends and l-blends.

Observations Melanie was a little hesitant and shy at the start of the lesson but gained confidence after a few minutes. She was attentive and determined. She expressed that she wanted to be able to read chapter books. She did well on her transfer activity card and scored above the goal set for her skill check.

Progress Monitoring Data 90%

Intervention Day 2

Day 2

Areas of Focus Phonics

Measurable Literacy Goals Melanie will decode CCVC words with initial r-blends and l-blends in 20 of 25 instances. She will score 80% percent or above on the corresponding skill check.

Strategies/Progress Monitoring Tool Melanie will work on encoding regularly spelled one-syllable words with short vowels using Horizons Discovery for an hour. She will work for 15 minutes on the software and 30 minutes with the interventionist. The teacher will use the program skill check and tracker to monitor progress.

Revisions Melanie is moving on with her recommended next steps as she demonstrated proficiency on r- and l-blends with an 80% score.

Reseacrh/Resource Systematic Literacy Instruction: https://www.readinghorizons.com/reading-strategies/teaching/phonics-instruction/what-is-systematic-and-explicit-phonics-instruction#

It is important to follow the phonics continuum so students can stack the necessary skills to become proficient readers.

Observations Melanie was excited to continue and worked diligently during her lesson. She struggled with spelling independently but remained upbeat and continued to actively participate.

Progress Monitoring Data 80%

Intervention Day 3

Day 3

Areas of Focus Phonics

Measurable Literacy Goals Melanie will read the decodable readers with fluency and intonation. She will score a WCPM score of 80% or above on her oral reading fluency assessment.

Intervention Strategies/ Progress Monitoring Tool Melanie will read the decodable reader corresponding to the blends she worked with previously. The teacher will use an ORF to monitor student progress and track on the district provided chart.

Revisions Melanie will continue to move through the intervention lessons as she has proven mastery on all lessons thus far.

Research and Resource Decodable Readers: https://readingteacher.com/decodable-books-101/#

The science of reading encouraged the use of decodable readers to promote reading independence where students do not rely on pictures or clues to decode unfamiliar words.

Observations seems excited to read on her own. She enjoys reading the decodable readers as they allow to be more independent. She is focused on reading a chapter book on her own.

Progress Monitoring Data 80%

Alexia

Student 3

Student 3

Post Assessment

Alexia regressed 43 points on her iReady growth check. This was the largest regression in the class. Upon further discussion, it was decided that Alexia would be re-evaluated by the school psychologist as there is a possibility that she was mislabeled in her initial placement in special education classes. She will continue work one-on-one with the interventionist.

Student 2

Pre-Assessment of Reading Performance

Alexia scored on a kindergarten level on the iReady Diagnostic, with the lowest domain being phonics. The recommended next steps are to teach one-to-one letter-sound correspondences: v, j, w, x, k, z, y. Alexia has an IEP and the psychologist recommended she be placed in a fulltime ESE classroom. She is being mainstreamed now due to her mother and advocate asking that she be placed in the general education classroom.

QRI

Alexia scored in the frustration level in all sections on the pre-primer list.

Alexia knows all her letters and some sounds. She needs instruction in letter/sound correspondence.

Student 3

Classroom Observation Data Collection

Alexia is a special education student. The ESE teacher collaborates with the homeroom teacher to plan for scaffolded instruction that will target literacy deficiencies. Alexia is very distracted and draws and colors extensively during lessons. No matter how often she is redirected, she continuously colors and draws. She has many incomplete assignments and does not care enough to finish them. She is very immature for her age given that she is a retained third grader. She responds orally on some occasions and likes to share her ideas.

Intervention

Research and Planning for Intervention

Day 1 Intervention

Day 1

Areas of Focus Phonics

Measurable Literacy Goals Alexia will name the letter and corresponding sounds for letters v, j, w, x, k, z, y with accuracy. She will score 80% or above on the teacher assigned iReady lesson.

Strategies/ Progress Monitoring Tool Alexia will work one to one with a district provided reading tutor using the Sadlier phonics program. Since Alexia scored in the kinder level, she will work using the kinder student book. The teacher will assign the lesson corresponding to the letter and use the iReady trackers to monitor progress.

Research/Resource Foundational Skills One-to-One Reading Instruction: One-To-One Learning Programs for children in Canada (readingfoundation.com)

The Sadlier phonics program was implemented this year for students who qualify for Tier III intervention. Since Alexia is a third grade retainee, she was identified to receive one-to-one phonics instruction. She will benefit from this as she is easily distracted.

Observations Alexia doodled in her notebook most of the lesson and needed to be redirected often. She walked away from the kidney table many times. She did not seem motivated to participate in the lesson. When she was asked to log into iReady to complete the lesson and assessment, she logged in but said she needed help.

Progress Monitoring Data 45%

Intervention Day 2

Day 2

Areas of Focus Phonics

Measurable Literacy Goals Alexia will name the letter and corresponding sounds for letters v, j, w, x, k, z, y with accuracy. She will score 80% or above on the teacher assigned iReady lesson.

Strategies/Progress Monitoring Tool Alexia will continue to work one to one with a district provided reading tutor using the Sadlier phonics program. She will use a small white board and markers instead of pencil and paper during the lesson. The teacher will assign the lesson corresponding to the letter and use the iReady trackers to monitor progress.

Revisions Alexia will sit on a yoga ball during the lesson to accommodate her need to move.

Reseacrh/Resource Flexible Seating: Why Is Flexible Seating a Best Practice for Inclusive Classrooms? - SKILD (skild-edu.org)

Since Alexia requires movement constantly in class, she will be given a yoga ball to sit on during lessons to help her remain focused.

Observations At first, Alexia appeared to focus and was more willing to work on her letters and sounds. A few minutes into the lesson, however, she started bouncing on the yoga ball and did not pay attention to the tutor. She was once again unsuccessful in achieving mastery.

Progress Monitoring Data 25%

Intervention Day 3

Day 3

Areas of Focus Phonics

Measurable Literacy Goals Alexia will name the letter and corresponding sounds for letters j and z, with accuracy. She will score 80% or above on the OPM.

Intervention Strategies/ Progress Monitoring Tool

Alexia will continue to work one to one with a district provided reading tutor using the Sadlier phonics program. She will be pulled to the intervention room so she can work without any distractions. She will only work on two letters at a time.

Revisions Alexia will be pulled to work in a quiet space, and she will only work with two letters.

Research and Resource Shortened Assignments: Student Intervention Plan and Strategies - Video & Lesson Transcript | Study.com

A strategy to help students who are struggling is to shorten the work they must do to demonstrate proficiency. Since Alexia has continued to struggle, this might be a way to help her reach her literacy goals.

Observations Alexia responded well to the new implementations. She scored higher than she ever has, but still not reach her goal.

Progress Monitoring Data 65%

Effective Collaboration Strategies

During this stage, we held collaborative planning sessions and reviewed data to choose the three students who would benefit from a specialized intervention plan in our classroom. Once the three students were chosen, we created a plan to help each student make progress towards thier literacy goals.

Design and align instructional practices and interventions within and across classrooms

Assess and align instructional practices and interventions within and across classrooms.

After initial intervention lessons were delivered and progress monitoring was reviewed, we held a grade-level meeting where we discussed various strategies to implement for the students who were not making progress and asked for the assitance of the content area teacher.

At this stage, we held a vertical planning meeting with all reading teachers. Together, we designed lessons that would engage our neediest students and meet them at their level.

Develop, implement, and evaluate literacy instructional practices and curriculum.

Differentiation

Differentiation for Diverse Learners

Diverse Learners

Reflection on Personal Practice

References

Victoria State Government. (n.d.). Differentiation to Improve Engagement and Learning. https://education.vic.gov.au/school/teachers/classrooms/Pages/approachesppn16differentiationtt.aspx

Global Citizen Year. (n.d.). Collaboration in Education. https://www.globalcitizenyear.org/content/collaboration-in-education/

NCUST. (2018, August 28). Leadership Moves: Vertical Planning. https://ncust.com/leadership-moves-vertical-planning/

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