Intervention Planning And Ethical Considerations – Action Research Proposal

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Intervention Planning and Ethical Considerations – Action Research Proposal

[WLO: 1, 2][CLO: 4, 5]

This week you will work on the next section of your Action Research Proposal, Intervention Planning. Informed by your review of the literature and your knowledge of problem you want to address through your action research, you will plan how you will design and implement your intervention. Further, based on your proposed intervention and the context of your role and setting, you will analyze the ethical considerations, such as informed consent, Institutional Review Board (IRB) approval, freedom from harm, and anonymity and confidentiality, that you would need to confront if you were to implement this research in your work setting. Please be sure to carefully review the Instructor Guidance, the course Anchor Paper, and course readings for this week to inform the development of this assignment.

*Reminder to Students: Remember to save all copies of your work throughout the course as you will use each assignment as part of the Final Action Research Proposal. For many of the discussions and assignments, you are building on your work each week, so it is appropriate to use content from your discussions in your weekly assignments, generally expanding and extending concepts and sections as you progress from week to week. You will have the opportunity to make revisions to each section of your proposal based on instructor and peer feedback prior to your final version in the Final Action Research Proposal, so be sure to revisit the feedback you have received from your instructor and classmates each week to continuously refine your proposal throughout the course.

  • Content Expectations
    • The following content areas are required in this assignment.
      Intervention Planning and Ethical Considerations:
    • Intervention Description: In one- to two-pages, explain your proposed intervention. Explain why you think your population will benefit from the intervention and how it could result in improvements in the area or variable you want to influence. Ensure your explanation draws on the literature you are using to support this choice of intervention.
    • Intervention Plan: In one to two pages, describe in chronological order how you will implement your intervention and provide a hypothetical yet practical timeframe for these steps. You may include a chart that organizes how you would implement your intervention from week to week.
    • Ethical Considerations – Informed Consent and IRB Approval: In one to two paragraphs, discuss how you would approach informed consent and IRB Approval if you were to implement your action research study. Explain how you would ensure that participants enter the research of their free will and with an understanding of the study and any potential dangers.
    • Ethical Considerations – Freedom from Harm: In one to two paragraphs, explain how the literature you reviewed and your plan for implementation leads you to believe what you are doing is an appropriate intervention and not exposing your participants to risk.
    • Ethical Considerations – Anonymity and Confidentiality: In one paragraph, explain your planned measures to use anonymity and confidentiality to avoid privacy invasion and potential harm.
  • Research and Resource Expectations
    • A minimum of four scholarly, peer-reviewed sources, in addition to the course textbook, are required. Sources from your literature review may be used.
  • Writing and Formatting Expectations
    • Title Page: Must include a separate title page with the following:
      • Title of paper
      • Student’s name
      • Course name and number
      • Instructor’s name
      • Date submitted
    • Academic Voice: Academic Voice is used (avoids casual language, limited use of “I” or first person, it is declarative).Use Third person…
    • Purpose and Organization: Demonstrates logical progression of ideas.
    • Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
    • APA Formatting: Papers are formatted properly and all sources are cited and referenced in APA style as outlined
  • Suggested Assignment Length
    • This assignment should be about four double-spaced pages in length (not including title and reference pages)Information that are required for the instructor for the assignment

       

      Week 4 – Assignment

      · Content Expectations

      · The following content areas are required in this assignment. Intervention Planning and Ethical Considerations:

      · Intervention Description: In one- to two-pages, explain your proposed intervention. Explain why you think your population will benefit from the intervention and how it could result in improvements in the area or variable you want to influence. Ensure your explanation draws on the literature you are using to support this choice of intervention.(This is where you need to use your articles to support your ideas)

      · Intervention Plan: In one to two pages, describe in chronological order how you will implement your intervention and provide a hypothetical yet practical timeframe for these steps. You may include a chart that organizes how you would implement your intervention from week to week.(Make a list of steps that you would go through to get this/ these new interventions in place in your center or classroom)

      · Ethical Considerations – Informed Consent and IRB Approval: In one to two paragraphs, discuss how you would approach informed consent and IRB Approval if you were to implement your action research study. Explain how you would ensure that participants enter the research of their free will and with an understanding of the study and any potential dangers.(You need to get permission before conducting research on students or teachers. Make sure this information is clear. There are always dangers, some minor and some major, all need to be listed).

      · Ethical Considerations – Freedom from Harm: In one to two paragraphs, explain how the literature you reviewed and your plan for implementation leads you to believe what you are doing is an appropriate intervention and not exposing your participants to risk.(Another place to use your articles as support. Explain how you will keep participants safe).

      · Ethical Considerations – Anonymity and Confidentiality: In one paragraph, explain your planned measures to use anonymity and confidentiality to avoid privacy invasion and potential harm.(This is a continuation of the Ethical consideration about keeping participants safe. You can do this through keeping participants anonymous; explain how you value participants’ confidentiality. )

      · Research and Resource Expectations

      · A minimum of four scholarly, peer-reviewed sources, in addition to the course textbook, are required. Sources from your literature review may be used.These resources could include our textbook, your articles, past textbooks, etc.

· How is your RTI or MTSS system organized?

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1. Clinical Field   Experience B: Response to Intervention or Multi-Tiered System of Support

Allocate at least 7 hours in the field to complete this assignment.

Observe an early childhood classroom that includes children with exceptionalities, paying attention to Response to Intervention (RTI) or Multi-Tiered System of Support (MTSS) preparation and procedures.  Many times RTI in early childhood is done outside of the classroom environment, so observing an inclusive or resource room is acceptable. Additionally, interview the early childhood classroom teacher about his or her RTI or MTSS preparation and procedures.

Your interview should address the following questions:

· Who are the key stakeholders in a RTI or MTSS meeting? What is the role of each individual?

· How do you document assessment results and other data specific to RTI or MTSS? What does your data collection process entail?

· How is your RTI or MTSS system organized?

· How are the assessment results and other data used to develop behavioral and academic interventions? How do you identify and select the interventions? How do you provide support to teachers?

· What are the legal implications of the RTI or MTSS process?

· How can data collection be used to form a Functional Behavior Assessment (FBA) for a student who is having behavior issues?

· What collaborative communities have been provided at the site and also to help support the families?

In 250-500 words, summarize and reflect upon your interview and explain how you will use your findings in your future professional practice.

With any remaining hours, spend time observing different classrooms with the focus on RTI and interventions.

APA format is not required, but solid academic writing is expected.

 

2. Response to   Intervention Graphic Organizer

Early childhood teachers will have students with a variety of skill levels and behavior needs in the classroom. The data teachers gather from observations and other assessments of the children will allow them to classify these characteristics using RTI or MTSS so that the teacher can best meet each child’s individual learning needs.

Design a graphic organizer depicting the three tiers of RTI. Within each tier, use research to identify and briefly describe five examples of academic interventions and five examples of behavior interventions that align to that tier (for a total of 30 interventions).

In 250 words, reflect upon the evolution of interventions throughout the RTI tiers.  How do you motivate these learners to learn and grow?  Be sure to explain how you will use your findings in your future professional practice.

Submit the Response to Intervention Graphic Organizer and Response to Intervention reflection as one submission.

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

Differentiation is one of the most important considerations when preparing a lesson plan for all students.

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Differentiation is one of the most important considerations when preparing a lesson plan for all students. Differentiation guides the teacher in making the instructional modifications required to meet the diverse needs of all students, plan for varying levels of development, and create opportunities for various approaches to learning and performance.

This lesson will be focused in the content area of geometry.

Part 1: Differentiation Lesson Plan

For this assignment, select a K-8 grade level and state standard in the area of geometry and use the “COE Lesson Plan Template” to design an original lesson plan. Be sure to examine instructional opportunities that can be adapted to meet the diverse needs of students, create learning environments that foster active engagement through supportive, and design assessments that align to learning objectives and support learning needs.

Use the “Class Profile” to differentiate to meet the diverse needs of students.

Part 2: Reflection

In 250-500 words, summarize and reflect on your lesson plan and the differentiation strategies utilized to meet the diverse needs of students. How can technology-enriched learning experiences provide various opportunities to differentiate? How can you collaborate with and incorporate the input, contributions, and knowledge of families, colleagues, and other professionals in order to support the diverse needs of students?

Support your reflection with at least two scholarly resources.

Class Profile

 

Student Name English Language Learner Socioeconomic

Status

 Ethnicity Gender IEP/504 Other Age Reading

Performance Level

 Math Performance

Level

 Parental

Involvement

 Internet Available

at Home
Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No
Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes
Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes
Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No
Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes
Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes
Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes
Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No
Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes
Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes
Francesca No Low SES White Female No None Grade level At grade level At grade level High No
Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No
Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No
Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes
Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes
Lolita No Mid SES Native American/

Pacific Islander

 Female No None Grade level At grade level At grade level Med Yes
Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes
Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes
Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No
Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes
Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med
Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes
Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes
Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes
Wade No Mid SES White Male No None Grade level At grade level One year above grade level Med Yes
Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High Yes
Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level Med Yes
Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes

 

 

 

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Delivery Of Higher-Order Thinking Lesson

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Part 1: Lesson Plan

For this field experience, you will deliver your mentor’s lesson plan or activity to either your whole field experience classroom or to a small group of students that your mentor teacher has selected.

Incorporate information learned during Topics 1-3 into the lesson, as well as higher-order activities, questions, and/or discussions.

Once you have implemented your lesson plan, discuss the success and challenges with the lesson with your mentor teacher. Ask for feedback and suggestions for future modification.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

Part 2: Reflection

In 250-500 words, summarize and reflect upon the lesson and your delivery.

Include the following in your reflection:

  • Brief summary of the lesson delivered, including strategies and assessments
  • Discuss the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place. Include a discussion of what went well.
  • Describe ways in which higher-order thinking could have been more deeply embedded into the lesson.
  • Identify the areas that went well and areas in which to improve.
  • Reflect on how this experience will affect your future professional practice.

You do not need to include the lesson plan in your assignment submission; however, you are encouraged to include any relevant artifacts that will assist you in your reflection.