Benchmark Part 2 – Data-Based Intervention and Remediation

Benchmark Part 2 – Data-Based Intervention and Remediation
Number of sources: 3
Paper instructions:
Not only is data important for planning instruction, but it is also essential for informing intervention and remediation. When considering intervention and remediation for struggling students, multiple data points should be analyzed to identify the specific needs of the learner.
Imagine you have a student, named Lilliana, in your third grade classroom and you have been gathering data on her academic progress. You have found that she has consistently scored below grade level on Tier 1 summative assessments in reading.

Additional assessments have been administered to gather data on Lilliana’s individual needs for Tier 2 intervention. Analyze the data from the “Tier 2 Intervention Profile ” to create an intervention plan based on Lilianna’s needs.

Write a 250-500 word intervention plan that includes the following:

Identify specific learning goals.
Describe instructional strategies or activities to help support Lilliana’s needs.
Discuss how you addressed language barriers and language-based disabilities, including dyslexia, to create intervention and remediation to support Lilliana.
Explain how you used data to evaluate personal practice and modify literacy instruction to meet Lilliana’s learning needs and promote positive outcomes.
Support this assignment with a minimum of three scholarly resources.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MEd Early Childhood and Early Childhood Special Education (ITL/NITL)

1.7: Identify language barriers and language-based disabilities, including dyslexia, to guide intervention and remediation to support young learners. [EI/ECSE 1.4; InTASC 6(g), 6(l)]

3.3: Use data to reflect upon and evaluate personal practice, and appropriately modify instruction to meet each child’s learning needs and promote positive outcomes. [EI/ECSE 7.2; NAEYC 6e; InTASC 7(d), 7(f), 9(g); MC2]

Specific learning goals for Lilliana include improving her phonological awareness, decoding skills, and reading fluency. According to the data, Lilliana scored in the 10th percentile on a phonological awareness screener, indicating a need to work on identifying and manipulating sounds in words. She also scored below the 25th percentile on a nonsense word fluency assessment, demonstrating difficulty applying phonics skills when reading unfamiliar words. Additionally, her reading fluency rate was measured at the 20th percentile of her grade level.
To address these needs, Lilliana will receive small group instruction focused on phonological awareness and phonics skills three times per week for 30 minutes each session. Activities will include sound identification, blending, segmenting, rhyming, and decoding practice with phonics patterns. Multisensory techniques such as tapping out sounds, clapping syllables, tracing letters in shaving cream will be incorporated to engage multiple learning styles (Lennox & Lennox, 2005). Progress will be monitored weekly using informal assessments of targeted skills.
In addition to these language-based interventions, Lilliana’s dyslexia will be considered. According to the International Dyslexia Association (2022), early intervention focused on phonological processing, letter knowledge, and decoding is critical for students with dyslexia. Visual, auditory, and kinesthetic-tactile teaching methods will be emphasized to accommodate Lilliana’s needs. For example, she will trace letters with her finger as she says the sound, listen to and repeat words, and act out meanings of vocabulary.
Data from assessments, observations, and progress monitoring will be analyzed regularly to evaluate the effectiveness of instructional modifications for Lilliana. If adequate progress is not seen after 6-8 weeks, her intervention plan may be adjusted based on new data. For example, the frequency or duration of sessions could increase, new activities targeting weaker skills may be added, or additional support services may be recommended. The goal is to use a multi-tiered system of support to continually meet Lilliana’s individual needs through data-driven decision making.
This intervention plan is supported by research from the International Dyslexia Association (2022), Lennox & Lennox (2005), and NAEYC (2009) on effective literacy instruction for students with dyslexia or language-based learning difficulties. Progress will continue to be monitored through assessments and observations to evaluate outcomes and modify instruction as needed based on Lilliana’s response. The ultimate goal is to help her achieve grade-level literacy skills through targeted, data-driven intervention.