By administering assessments and analyzing the results, targeted and individualized interventions can be determined to best serve the needs of students with disabilities. The actual implementation of the interventions provides teachers opportunities to collect data and gauge the effectiveness of the interventions in addressing documented student needs. Teachers can also gain important skills and knowledge on how to best advocate for practical classroom interventions. Teachers will also be able to collaborate with colleagues and families in mentoring students to take ownership of learning strategies.

Allocate at least 2 hours in the field to support this field experience,

Part 1: Assessment and Interventions

Select at least one student to whom you will administer the informal RTI assessment created in Clinical Field Experience A. Score the assessment and share the results with the student to increase understanding of his or her strengths and areas for improvement.

Collaborate with the certified special education teacher and the student to develop 2-3 interventions based on the student assessment data to support the student’s progress in the classroom. In addition, detail one intervention that can be incorporated at home with family support.

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

Part 2: Reflection

In 250-500 words, summarize and reflect upon the following:

· Describe each intervention, including teacher, student, and family roles, where applicable.

· Your experiences administering the assessment, analyzing the results, and providing the student feedback on his or her performance.

· Explain how you expect the interventions you developed to meet the needs of the student, incorporating his or her assessment results in your response.

· Explain how you will use your findings in your future professional practice.

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

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

Curriculum Planning Form

Once a research question has been developed and agreed upon in the mentoring process, it is time to make meaning of documentation and strategize for curriculum and teaching. The purpose of the assignment this week is to construct a tool to help the teacher see how alignment or connection of these three big areas is the key to positive child outcomes. This form can be used to guide the coaching process and should be flexible enough to be used in parts only, for short-term or for long-term goals, observation, and for learning experiences. The power of coaching is partnering with teachers where they are. This requires and assessment of their knowledge and experience and the developmentally appropriate addition of skills to their repertoire.

After reading chapter six refer to Appendix A (at the end of the chapter), create your own version of this form tailoring it for use at the program you currently work at or an early childhood program you would like to eventually work with (i.e. Head Start, state-funded childcare, infant program, home day care, etc.).  Make sure you capture all the elements of sections one, two, and three. Additionally, create your own section (numbered four) that will be inspired by an outside source (i.e. program evaluation tool, instructional resource, etc.). See figure 6.1 for more ideas for your designed section.

The Curriculum Planning Form

• Must be at least two and a half to three double-spaced pages in length (excluding title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
• Must include a separate title page with the following:
  • Title of Form
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must use at least one sources in addition to the course text.
  • The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
• Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.