Description
Data-Based Literacy Interventions
Reading/Literacy specialists must be keenly aware of the data available to them, as well as best practices when using that data to inform instruction and enact literacy growth in schools. It is also important to use relevant data when determining intervention needs and strategies for struggling students.
Using the literacy data obtained from your mentor teacher in Topic 2, outline two specific intervention plans for students in your field experience classroom. The first intervention plan will be for one student who requires intensive intervention and the second intervention plan will be for a small group requiring intervention in similar literacy skills. Include the following in 250-500 words for each intervention plan:
- Brief description of the individual and small group of students.
- The decision-making process you used, including data analysis for the individual student and small group of students, and how data determined intervention strategies.
- Concepts or skills to be addressed in the interventions based on the literacy data.
- Specific literacy activities/strategies to be implemented during interventions.
- How often you will conduct interventions for each. Provide a suggested timeline.
- How progress will be assessed and monitored.
Course Code
REA-560
Class Code
REA-560-O500
Criteria
Criteria
Percentage
100.0%
Student Description and How Students Were
Selected
20.0%
Concepts/Skills Addressed Based on Data
20.0%
Literacy Activities and Strategies
20.0%
Suggested Timeline
10.0%
Assessing and Monitoring Progress
10.0%
Organization
10.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
10.0%
Total Weightage
100%
Assignment Title
Data-Based Literacy Interventions
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
50.0
Insufficient (69.00%)
Description of the students is incomplete. Explanation of the
decision-making process used, including data analysis, when
determining intervention strategies for the individual and
small group of students is insufficient.
The concepts and skills to be addressed in the interventions
are unrelated to the literacy data.
Literacy activities/strategies to be implemented during
interventions are unrealistic.
Suggested timelines for interventions for the small group and
individual student are implausible.
How progress will be assessed and monitored is ineffective or
imprecise.
An attempt is made to organize the content, but the
sequence is indiscernible. The ideas presented are
compartmentalized and may not relate to each other.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction is used.
Approaching (74.00%)
Both intervention plans include a vague description of the
students. Explanation of the decision-making process used,
including data analysis, when determining intervention
strategies for the individual and small group of students is
lacking detail.
The concepts and skills to be addressed in the interventions
are minimally based on the literacy data.
Literacy activities/strategies to be implemented during
interventions are weak.
Suggested timelines for interventions for the small group and
individual student are underdeveloped.
How progress will be assessed and monitored is inconsistent
or unfocused.
The content is not well organized even though it provides the
audience with a sense of the main idea.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register) or word
choice are present. Sentence structure is correct but not
varied.
Acceptable (87.00%)
Both intervention plans include a detailed description of the
students and a concise explanation of the decision-making
process used, including data analysis, when determining
intervention strategies for the individual student and small
group of students.
The concepts and skills to be addressed in the interventions
are effectively based on the literacy data.
Literacy activities/strategies to be implemented during
interventions are effective.
Suggested timelines for interventions for the small group and
individual student are logical.
How progress will be assessed and monitored is appropriate
and effective.
The content is logically organized. The ideas presented relate
to each other. The content provides the audience with a clear
sense of the main idea.
Submission includes some mechanical errors, but they do not
hinder comprehension. A variety of effective sentence
structures are used, as well as some practice and contentrelated language.
Target (100.00%)
Both intervention plans include a comprehensive description
of the students and a thorough explanation of the decisionmaking process used, including data analysis, when
determining intervention strategies for the individual student
and small group of students.
The concepts and skills to be addressed in the interventions
are expertly based on the literacy data.
Literacy activities/strategies to be implemented during
interventions are creative.
Suggested timelines for interventions for the small group and
individual student are realistic.
How progress will be assessed and monitored is thoughtful
and purposeful.
The content is well-organized and logical. There is a
sequential progression of ideas that relate to each other. The
content is presented as a cohesive unit and provides the
audience with a clear sense of the main idea.
Comments
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Points Earned
Purchase answer to see full
attachment
REA-560
Class Code
REA-560-O500
Criteria
Criteria
Percentage
100.0%
Student Description and How Students Were
Selected
20.0%
Concepts/Skills Addressed Based on Data
20.0%
Literacy Activities and Strategies
20.0%
Suggested Timeline
10.0%
Assessing and Monitoring Progress
10.0%
Organization
10.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
10.0%
Total Weightage
100%
Assignment Title
Data-Based Literacy Interventions
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
50.0
Insufficient (69.00%)
Description of the students is incomplete. Explanation of the
decision-making process used, including data analysis, when
determining intervention strategies for the individual and
small group of students is insufficient.
The concepts and skills to be addressed in the interventions
are unrelated to the literacy data.
Literacy activities/strategies to be implemented during
interventions are unrealistic.
Suggested timelines for interventions for the small group and
individual student are implausible.
How progress will be assessed and monitored is ineffective or
imprecise.
An attempt is made to organize the content, but the
sequence is indiscernible. The ideas presented are
compartmentalized and may not relate to each other.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction is used.
Approaching (74.00%)
Both intervention plans include a vague description of the
students. Explanation of the decision-making process used,
including data analysis, when determining intervention
strategies for the individual and small group of students is
lacking detail.
The concepts and skills to be addressed in the interventions
are minimally based on the literacy data.
Literacy activities/strategies to be implemented during
interventions are weak.
Suggested timelines for interventions for the small group and
individual student are underdeveloped.
How progress will be assessed and monitored is inconsistent
or unfocused.
The content is not well organized even though it provides the
audience with a sense of the main idea.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register) or word
choice are present. Sentence structure is correct but not
varied.
Acceptable (87.00%)
Both intervention plans include a detailed description of the
students and a concise explanation of the decision-making
process used, including data analysis, when determining
intervention strategies for the individual student and small
group of students.
The concepts and skills to be addressed in the interventions
are effectively based on the literacy data.
Literacy activities/strategies to be implemented during
interventions are effective.
Suggested timelines for interventions for the small group and
individual student are logical.
How progress will be assessed and monitored is appropriate
and effective.
The content is logically organized. The ideas presented relate
to each other. The content provides the audience with a clear
sense of the main idea.
Submission includes some mechanical errors, but they do not
hinder comprehension. A variety of effective sentence
structures are used, as well as some practice and contentrelated language.
Target (100.00%)
Both intervention plans include a comprehensive description
of the students and a thorough explanation of the decisionmaking process used, including data analysis, when
determining intervention strategies for the individual student
and small group of students.
The concepts and skills to be addressed in the interventions
are expertly based on the literacy data.
Literacy activities/strategies to be implemented during
interventions are creative.
Suggested timelines for interventions for the small group and
individual student are realistic.
How progress will be assessed and monitored is thoughtful
and purposeful.
The content is well-organized and logical. There is a
sequential progression of ideas that relate to each other. The
content is presented as a cohesive unit and provides the
audience with a clear sense of the main idea.
Comments
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Points Earned
Purchase answer to see full
attachment
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