Chipola College
Elementary Education
TASK CC1F: Intervention Plan
RED 4519 – Diagnostic and Instructional Interventions in Reading
Accomplished Practices:
1.5 Uses a variety of data, independently, and in collaboration with colleagues, to evaluate
learning outcomes, adjust planning and continuously improve the effectiveness of the lessons.
2.5 Models clear, acceptable oral and written communication skills.
4.5 Shares the importance of outcomes of student assessment data with the student and the
student’s parent/caregiver.
Description:
You are to construct an intervention plan and include differentiated instructional interventions
for needed reading components. Consider student data and use this variety of data both
independently and collaborative to evaluate learning outcomes, adjust planning, and improve
effectiveness of classroom lessons. Activities must be scientifically reading-research based
(SRRB). Progress monitoring and student achievement and learning gains will be shown
through a variety of assessment tools. Throughout task clear and acceptable oral/written
communication skills must be modeled. The teacher candidate will also role play sharing the
importance of outcomes of student assessment data with the student and the student’s
parent/caregiver.
What to submit?
The teacher-candidate will submit a written narrative with activities, strategies, and
interventions needed to accommodate the needs of a struggling student. It should be typed with a
cover sheet that includes student name, course number, task number, and semester.
Directions:
Your time line should include the following:
a. Student Narrative: Consider a student needing assistance that you have worked within a
prior practicum. What caused you to notice in class this student might be a candidate for the RtI
process? What did you try in the classroom already with this student?
b. Parent Meeting One: Discuss documentation you would need to bring to this meeting to
convince the Child Study Team (CST) this child needs to begin the RtI process;
c. Intervention Period One (Student is now Tier 2 - lasts six weeks) – Identify and describe an
intervention you would use to help this child during the first period of testing; discuss what you
will do should the child start performing better and discuss what you will do should the child
continue to lack in performance;
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d. Parent Meeting Two: Discuss the documentation you would need to bring to this meeting.
Discuss what your response would be if the parents felt the child no longer needed to continue
the process but you felt there was a need for it – what would you say to the parent to try and
convince them otherwise?
e. Intervention Period Two (Student is now Tier 3 - lasts six weeks after parent meeting two) Identify and describe a different intervention you would use to help this child during the second
period of testing; discuss what you will do should the child start performing better and discuss
what you will do should the child continue to lack in performance;
f. Parent Meeting Three: Discuss the documentation you would need to bring to this meeting.
At this meeting, the Child Study Team (CST) determines whether the student should be tested
for special education services or not. What if the CST decides the child should not be tested?
Discuss what you might have done differently to have had enough documentation to convince
them for testing.
g. Testing moves forward. Discuss what you as a regular education classroom will do to
differentiate instruction for this struggling student if he/she does not qualify for special education
services. How you will meet this child’s needs every day while teaching the regular education
curriculum? Additionally, discuss what you will do should the child qualify for special education
services. Chances are this child will be in your room for math, science, or social studies. Identify
at least three accommodations you would make for this child in math, and three accommodations
you would make for this child in either science or social studies.
RED 4519
Last updated Fall 2013
Name:
Submission #: _____
Instructor: Bush
RED 4519 – Diagnostic and Instruction Interventions in Reading
Task CC1F: Intervention Plan
Accomplished Practices:
1.5 Uses a variety of data, independently, and in collaboration with colleagues, to evaluate
learning outcomes, adjust planning and continuously improve the effectiveness of the lessons.
2.5 Models clear, acceptable oral and written communication skills.
4.5 Shares the importance of outcomes of student assessment data with the student and the
student’s parent/caregiver.
Decision for FEAPs on this Task:
___ Demonstrated……..…………5 or more E’s
___ Partially Demonstrated..…..2 or more D’s
___ Not Demonstrated………….1 or more U
 Must resubmit on or before the following date: _______
 Although the original grade is final and no points are added for
resubmissions, failure to resubmit by the deadline will result in a “tenpoint penalty” PER DAY grade reduction.
 For all resubmissions – the original assignment and original grade
sheet must be included with the resubmission.
E = Effective
COMPONENT
FEAP
INDICATOR
SECTION (A)
BACKGROUND
INFORMATION
1.5
SECTION (B)
MEETING ONE
2.5
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D = Developing
U =Unacceptable
CRITERIA FOR “EFFECTIVE” RATING
The student discusses in detail and depth while modeling
clear, acceptable oral and written communication skills
the student needing assistance (What caused you to notice in
class this student might be a candidate for the RtI process?
What did you try in the classroom already with this student?).
The student discusses EACH of the following areas in detail
and depth while modeling clear, acceptable oral and
written communication skills: demonstrating their
knowledge of the content and process where it could be
duplicated within the classroom setting:
A. Documentation you would need to bring to this
meeting to convince the Child Study Team (CST),
family of child, and/or Response to Intervention Team
(RtI) that this child needs to be tested for special ed.
RATING VALUES
E – 8-12 points
D – 4-7 points
U – 0-3 points
____ E ____ D ____ U
____ E ____ D ____ U
SECTION (C)
INTERVENTION
PERIOD ONE
1.5
SECTION (D)
MEETING TWO
2.5
SECTION (E)
INTERVENTION
PERIOD TWO
1.5
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services.
B. How each of these documentation pieces should be
used during the meeting.
The student through this section of the narrative demonstrates
they are able to do the following:
A. Describe and indentify one intervention you would
use to help this child during the period of intervention;
what data would you use to support the intervention
being used?
B. Discuss what you will do should the child start
performing better; how would you adjust instruction
when needed?
C. Discuss what you will do should the child continue to
lack in performance; how would you adjust instruction
when needed?
D. Discuss and describe what your progress
monitoring/tracking method will be for showing
learning gains or lack of improvement for the student.
PLEASE NOTE – MISSING ONE AREA IN A-D WILL
RESULT IN AUTOMATIC D FOR THAT SECTION
The student discusses EACH of the following areas in detail
and depth while modeling clear, acceptable oral and
written communication skills; demonstrating their
knowledge of the content and process where it could be
duplicated within the classroom setting:
A. Discuss the documentation you would need to bring to
this meeting.
B. Discuss what your response would be if the parents
felt the child no longer needed testing but you felt
there was a need for it – what would you say to the
parent to try and convince them otherwise? How
would you communicate to the family the outcome of
the intervention?
C. Discuss how you would explain what the last six
weeks have shown evidence of for this student and the
implemented intervention
PLEASE NOTE – MISSING ONE AREA IN A-C WILL
RESULT IN AUTOMATIC D FOR THAT SECTION
The student through this section of the narrative demonstrates
they are able to do the following:
A. Describe and indentify one intervention you would
use to help this child during the period of intervention;
what data would you use to support the intervention
being used?
B. Discuss what you will do should the child start
performing better; how would you adjust instruction
____ E ____ D ____ U
____ E ____ D ____ U
____ E ____ D ____ U
SECTION (F)
MEETING
THREE
4.5
SECTION (G)
TESTING
MOVES
FORWARD
1.5
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when needed?
C. Discuss what you will do should the child continue to
lack in performance; how would you adjust instruction
when needed?
D. Discuss and describe what your progress
monitoring/tracking method will be for showing
learning gains or lack of improvement for the student.
PLEASE NOTE – MISSING ONE AREA IN A-D WILL
RESULT IN AUTOMATIC D FOR THAT SECTION
The student discusses EACH of the following areas in detail
and depth while modeling clear, acceptable oral and
written communication skills; demonstrating their
knowledge of the content and process where it could be
duplicated within the classroom setting:
A. Discuss the documentation you would need to bring to
this meeting.
B. At this meeting, team determines whether the student
should be tested for special education services or not.
If you do not have the documentation needed then
what if the team decides the child should not be
tested? Discuss what you might have done differently
to have had enough documentation to convince them
for testing.
C. If the team would decide that the student is in need of
testing, how should this be worded to the parent in
order for them to come to realize this decision is best
for their child? How would you communicate this
outcome to the family?
PLEASE NOTE – MISSING ONE AREA IN A-C WILL
RESULT IN AUTOMATIC D FOR THAT SECTION
The student discusses EACH of the following areas in detail
and depth demonstrating their knowledge of the content and
process where it could be duplicated within the classroom
setting:
A. Discuss what you as a regular education classroom
will do to differentiate instruction for this struggling
student if he/she does not qualify for special education
services.
B. Discuss how you will meet this child’s needs every
day while teaching the regular education curriculum.
C. Additionally, discuss what you will do should the
child qualify for special education services. How
would you have to adjust your planning and
instruction in the classroom? Chances are this child
will be in your room for math, science, or social
studies and just be pulled out for reading and you
____ E ____ D ____ U
____ E ____ D ____ U
could have to provide accommodations in other
content areas.
D. Identify at least three accommodations you would
make for this child in math, and three
accommodations you would make for this child in
either science or social studies.
PLEASE NOTE – MISSING ONE AREA IN A-D WILL
RESULT IN AUTOMATIC D FOR THAT SECTION
DEDUCTIONS
Two points per language mechanics error will be applied to your grade.
Language mechanics include spelling, grammar, and syntax.
A 10-point deduction will be applied for directions not being followed.
FINAL GRADE
FOR TASK CC1F
COMMENTS:
RED 4519
Last updated Fall 2013
________Points