Prudhomme Student Intervention Plan Ashlee Prudhomme SPE 620Prudhomme Introduction Asa special education teacher, it is our job to deliver quality targeted instruction as well as administer and analyze the assessments to create the instruction and IEP’s for the students. It is with great care and precision that these tests are administered and analyzed for strengths and weaknesses of a student. This is also true in the case of Student R, who was given assessments to determine her areas of strength and weakness in the area of reading. Furthermore with the weaknesses we can create areas of focus on which to provide targeted instruction on to make gains. Along with targeted instruction, there should be more intensive services and work done in the classroom and at home in order to have Student R's skills improve. Student Overview and View of Literacy Student R is a third grade student enrolled in the Dual Language Program at Fratt Elementary. This means that she learns the majority of her subjects throughout the day in Spanish and the rest in English. Third grade is the first year where there is a Reading section taught in English in the classroom. In Kindergarten-2% grade, the ESL teachers teach the English block of the day. Third grade is the first year where they receive ESL and English reading instruction. ‘Therefore, I was interested in how the Spanish would interact with the English literacy because they are very different in ways of acquisition. In order to get an overview of I compiled a questionnaire about literacy and reading to ask of Student R and her mother. Student R had never heard the word literacy before and was unable to answer the question “What is literacy mean to you?”, Student R understands the importance of reading and how being able to read will help you in life. She gave the example of needing reading in case you are lost you can read a sign to help you find your way. Reading daily and with parents isPrudhomme common in her life, She enjoys to read and though she could not give a favorite book, she says she enjoys all types of books but especially chapter books. Student R's mother had a similar disposition towards literacy and reading. She was quite stumped when asked to define literacy. Her answer was making sure that her student was taught correctly to learn the most about reading. She also believes in the importance of reading as it is is part of everyday life in every aspect of life, She is not much of a reader for fun at home but does enjoy finding good children’s books to read to her children mostly at bedtime. She remembers reading around first grade because she spent much time in a hospital when she was young, but her mother swears she started reading at age 5. The importance of reading though the examples may be different, has definitely transferred from mother to daughter in this situation. Assessments and Analysis Based on a Running Record, QRI, Spelling test and Writing sample Student R has shown distinct strengths and weaknesses. Overall, she has strengths in phonemic awareness, fluency, comprehension and writing composition. Her weaknesses arise in spelling most frequently. Her spelling weakness can be attributed to her area of weakness in phonemic awareness and phonics. Qualitative Reading Inventory (QRI-5) ‘The Qualitative Reading Inventory-5 (QRI-S) is an individually administered informal reading inventory designed to provide information about conditions under which students can identify words and comprehend text successfully and conditions that appear to result in unsuccessful word identification or comprehension, Since Student R was in the 3° grade and I had previous knowledge that her reading level. was generally on grade level so I prepared the 3" and 4 grade passages of the QRI. 1 administered the word lists one by one. One after another, Student R was able toPrudhomme decode each list with an overall score of 15/20. Frustration level is hit when the score is a 70% or below. 15/20 is 75% accurate. It was not until the student read through the Upper middle school list did she state that the words were ‘really hard’. Although she was able to decode 15 out of 20 words from this list, I decided that that level was her frustration and set out to start the rest of the exam. With her frustration level being found on the Upper Middle school list that means to start with 6 grade. Again, when I began to ask her about the topic, it was decidedly not the right level so I moved back to St grade. I unfortunately had not planned for her to go that high so I wrote in my exam book all of her answers. She fluently read the passages with few errors. The errors that she did have were substitutions made based on visual cues of the letters. Most errors were self corrected. She was able to answer most explicit and implicit questions. She struggled most with recalling the details, she only listed few and I believe she knew more but did not want to keep going. On the expository piece about octopuses, the concept questions determined that Student R was familiar with the concept of octopuses. Student R recalled 8 of 54 ideas and answered 4 explicit questions and 3 implicit questions for a total of 7. This means that she was at instructional level. In the narrative piece about Martin Luther King, the concept questions determined that Student R was unfamiliar with the subject. She recalled 11 of 53 ideas, answered 4 explicit questions and 3 implicit questions, leaving this at instructional level. Since student R struggled with retelling the ideas of the story in both passages even when one was familiar and the other was unfamiliar. After all of the assessments, both expository and narrative passages at Level Five were scored at an instructional level. Running Record ‘The running record was done on a book that we had previously worked on during reading groups within the classroom. The running record showed that Student R self-corrects significantly. She uses a meaning system because she will incorrectly say a word, then self correct because it doesn’t sound right. She confused certain vowel sounds and substituted words based on the vowelPrudhomme substitution like ‘borrowed’ for ‘burrowed’. Her fluency was fluid and at the right pace. Something that could be worked on would be intonation and reading with proper punctuation. Spelling Test Based on her current grade level, | administered the Elementary Spelling list to Student R. She spelled 10 of 25 words correctly and correctly used 41 of 62 features. Her total overall score is a 58%. This tells me that though she did not spell the majority of words correctly, she is still understanding features of the English language and applying them in her spelling. She struggled most with common long vowels digraphs and blends. She also had a hard time spelling inflected endings and all features in derivational relations. Also, this assessment places her as a middle within word pattern speller. She uses much of her phonemic knowledge to spell words. I can also see how her Spanish is interfering with her spelling of English words. For example, in the word ripen, she spells it as ‘raipen’. The ‘ai’ dipthong in Spanish is the same sound as the long ‘I’ in English. Same with the word opposition, she spelled it as ‘aposision’, the -sion in Spanish making the same sound as -tion in English. Writing Sample Student R wrote a paragraph describing her summer break so far. Her composition is written well with all parts that make up a paragraph represented, She has an introductory sentence, detail sentences and ends with a conclusion that ties up her paragraph. Student R fits into the sentence writing stage of development. She can construct words into sentence formation, as well as writing in readable penmanship. She uses some punctuation and spells words she knows correctly. Belle remained on topic, and used a beginning and ending sentence in her paragraph.Prudhomme Itis clear by the this writing sample that she is more comfortable spelling words she already knows seen by the lack of errors...Using the guidelines of the Frontier Schoo! Division Writing Continuum, Student R uses some aspects of the developing writing stage. She writes words with spaces, she forms letters legibly, using upper and lower case letters when appropriate. Student R uses punctuation at the end of sentences, and writes familiar words correctly. The only weakness is seen in her spelling throughout the paragraph. She will correctly spell a word in one sentence, yet misspells it the next. One example of this is she spells about correctly in the 3 last line, yet below it she spells about as ‘abot’, forgetting the u in the consonant blend. It is corrected on her sample because she recognized that it didn’t look write so she asked her mom for correction. I had told her mom to let me know if she had any help because there was a chance she would not want to write the paragraph if she knew that I was going to analyze it. Her mother always would help her correct her homework so we just played it that way. There is also an instance where she spells the word ‘were’ as ‘where’. This can be deduced by the context of the sentence. The word ‘learning’ is also missing the ‘a’ and is spelt as ‘lerning’ throughout the piece. It can be seen between the Spelling list and Writing sample that Student R is a much better speller when in context rather than in isolation such as the spelling test. This can be seen as she had far fewer errors in her writing sample than the test. Analysis Based on the comprehensive picture created by all five assessments, here are Student R's strengths and weaknesses for the five categories of literacy. In phonemic awareness, Student R’s strengths are consonants and all digraphs with the exception of ‘ch’. Student R’s weakness is the initial sound ‘ch’ and long vowel sounds. In Fluency, Student R strengths are her rate. She fluidly reads and self corrects when something doesn’t sound right. Student R's weakness is reading with intonation and pausing for proper punctuation. In comprehension, Student R can recall details andPrudhomme the main idea but should work towards recalling more details and specific details. In writing composition Student R's strengths are sentence structure and ideas. Student R’s weakness is the flow of her story. In spelling, itis obvious that she is a strong phonetic speller, moving into transitional, She applies her knowledge of phonemes to spelling out sounds and is attempting to apply and use her knowledge of the features of the English language. Her weakness is in common long vowels, vowel blends and inflected endings. Her strengths are short vowels, consonant blends and digraphs. Overall, Student R is a solid reader who functions around her grade level. She does have some weaknesses and strengths. The weaknesses can be addressed as well as the strengths can be challenged. Planning In planning my lessons for this students needs, | thought of it on a more whole group/small group summer school class level. It is not realistic to plan to just one student because in our jobs we are planning around groups of students with needs rather than the individual. Every lesson is planned to directly target an area of focus that was identified in the assessments. | utilized many sources from Reading A-Z because their books and lessons are targeted towards specific strategies and very easy to differentiate to what I need for each learner. | also used my resources from Word Their Way for my phonics and spelling lessons. All these resources were a starting point to plan my targeted lessons. Recommendations Asa special education teacher, I have few recommendations for when anyone is working with this child inside the school setting. In considering all the needs based on assessments and the fact that the student is enrolled in the Dual Language program therefore is receiving instruction in English and Spanish, I recommend the following. She should receive explicit, and intensive instruction in phonologicalPrudhomme awareness and phonics in order to build decoding skills. According to Practical Guidelines for the Education of English Language Learners ,English as a second language does not necessarily result in difficulty acquiring word-reading skills. In fact, the great majority of ELLs in the primary grades develop word-reading skills that are commensurate to those of their native English-speaking peers. Research has demonstrated that, as early as kindergarten, is possible to identify ELLs, from varying language backgrounds, who are at risk for reading difficulties because of underdeveloped phonological awareness skills and/or difficulty learning sound- symbol correspondences. In the case of Student R, she needs more explicit phonological and phonics instruction because her Spanish phonemes are transferring into English. Therefore if she has more explicit practice in both of these areas, it will assist her in spelling and decoding tricky phonemes. Student R should also be given ample time to read a day. Richard Allington believes that there should be about 50% of the day across all subjects dedicated to reading. The more time a student has spent reading, the stronger the reader gets. I believe this would be also true of Student R, who already has strong fluency but needs to practice her expression and confidence, this can only be done with practice and lots of it. Student R would benefit from small group work such asa book club to help her practice her retelling and comprehension skills. Itis so important to be able to decode and get the important information from each story because we read for meaning. The more practice she gets with this skill the better, spending enough time on any part of, literacy is very important. Student R should also be given shared reading time during independent reading time in the classroom, Shared reading with a partner gives opportunities for talk about literature as well as being able to listen to other fluent readers to learn from, Shared reading also allows students to demonstrate their knowledge in a safer setting with just one fellow classmate rather than the whole class, so again she will be confidence building in her reading skills. 1 also recommend that Student R be placed with peers in the classroom that are around or above her level to work with. These students will be able to help one another improve and serve as models or coaches within the classroom.Prudhomme At home, parents should encourage Student R to continue reading for other purposes other than school. By having students learn to love reading and be forever readers, we are teaching them the immense importance of reading at an early age. The caregivers should also take the time to read with their child. The adult serves as a model for fluent reading that the student can learn from. They should also ask questions of their child to keep them in practice of talking about their reading. Being able to explain and comprehend what they just read is just as important as being able to decode the words and say them. In the real world outside of school, our young learners will eventually be asked to read something, then present on it or give their opinion or incorporate the information into a plan. Reading is involve: every aspect of every day and we need to treat it as such. Practicing reading and writing should not be an isolated task to school. Children should also be practicing these skills at home with their families in order to master their skills further. Reflections and Future Goals ‘Throughout this project I have been pushed to my limits. It has taken all of my budding skills as a special education teacher to synthesize all of this information into a cohesive plan and explain my rational behind every piece I elected. I demonstrated the Alverno Graduate Ability of Diagnosis because I was able to take the information gained from assessments and diagnose the areas of need. | also demonstrated the Alverno Graduate Education Ability of coordination through the creation of this project because I had to coordinate many different things. I had to coordinate my schedule with that of the student and parent's in order to assess and interview the subjects. Coordination of all of the materials and data is also a large part of being successful with this project, every part is coordinated to go together in the plan so that it all makes sense. This project and my preparation for it demonstrates CEC Initial Preparation Standard 1; Learner Development and Individual Learning Differences, Beginning special education professionals understand how exceptionalities may interact with development and learning andPrudhomme use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities and also Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. As I was preparing the information, I took into consideration how Student R's background and culture may have played a part in the assessment data. Since I have an understanding of Spanish myself, | was able to apply that knowledge in analyzing her errors. In this project I also demonstrated Wisconsin Teacher Standards for Initial Licensure of Teachers are able to plan different kinds of lessons, The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. | understand that all students learn differently therefore I need to vary the delivery and design of my lessons in order to meet the needs of all of my students. This entire project was based around assessing the needs of a student and planning instruction for areas of focus. This demonstrates the standard of Teachers know how to test for student progress, The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. because I used assessments to understand the needs of my student and used that information to plan for development of the student. 10Prudhomme Sources Clay, Marie M. Running Records: For Classroom Teachers. Portsmouth, NH: Heinemann, 2000. Print. Leslie, L,, & Caldwell, J. (2011). Qualitative reading inventory (Sth ed.). Boston, MA: Pearson/Allyn & Bacon. Practical guidelines for the education of English language learners. (2006). Houston, Texas: Center on Instruction. Templeton, Shane, Francine R. Johnston, Donald R. Bear, Marcia Invernizzi, and Donald R. Bear. Words Their Way: Words Sorts for Derivational Relations Spellers. Upper Saddle River, NJ: Pearson Merrill Prentice Hall, 2006. Print. 1