Clinical Field Experience C: Intervention Implementation and Colleague Support

Assessment Description

Part 1: Continual Intervention Support

Supporting students with literacy goals is an adaptive process. Each time an intervention is implemented, data should be gathered to adjust for additional needs and ensure progress in achieving goals. Reading/Literacy specialists adapt evidence-based interventions to continually meet the specific needs of targeted students.

Based on the results of “Intervention Day 1,” collaborate with your mentor to revise “Intervention Day 2” for each student. Provide at least one research article or resource to support the second intervention for each student. Implement the interventions and progress monitoring with each student.

Complete the revisions, research/resource, observations, and progress monitoring data for “Intervention Day 2” of your LWS template.

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.

Part 2: Supporting a Colleague

A large part of being a reading/literacy specialist is helping other teachers to provide students literacy support. They do this by sharing their own deep knowledge of literacy, as well as evidence-based resources and strategies they have found to be successful. As a reading/literacy specialist, part of your role will be to provide support to other teachers in diagnosing reading deficits, selecting appropriate goals, and implementing interventions.

Select a colleague at your field experience site with whom you will provide literacy support. If possible, work with a teacher who is in their first or second year of teaching.

Engage in the following with the selected teacher: 

· Review of their recent classroom literacy assessment data.

· Identification of areas of need for the whole class and for any individual students who require extra literacy support.

· Set 2-3 goals based on the identified areas of need. These goals may be for whole the class, small groups of students, or individual students.

· Create an intervention plan with action steps for each goal.