Education I need help with homework
LaMark19*
Week5assignmentandRubric.docxAssessment Traits
Benchmark
Requires Lopeswrite
Assessment Description
Students require progress monitoring when they are on a literacy intervention plan. Using the appropriate tools to progress monitor helps determine whether an intervention is effective or if an intensive intervention is needed. Teachers can then provide students with feedback that helps them reflect on and self-assess their progress. It is also essential to communicate with families about the progress their child is making during the literacy intervention.
Read the Intervention Case Study.” Write a 1,000- 1,250-word intervention plan that would support Claire’s literacy needs. The intervention plan will be presented to your administrator and must be written in a formal tone with a clear and cohesive purpose. Include the following in your intervention plan:
· Summary of the analysis of the student’s data and justification, based on the data, for why more intense literacy intervention is needed.
· Claire’s strengths and needs based on the data and how these will be used to create short- and long-term literacy goals.
· Create two literacy goals based on the analyzed data and determine a progress monitoring tool for each goal. Provide one way that technology can assist in collecting and organizing the progress monitoring data.
· Describe Claire’s intervention schedule, including intervention length and frequency, and reassessment timeframe. Provide one tool to monitor intervention implementation and explain how this tool ensures fidelity of implementation.
· For each goal, provide one research-based intervention strategy that will engage Claire in learning experiences to meet her needs, literacy goals, and content area standards.
· Describe one strategy that will be implemented to help Claire set her own smaller learning goals that lead up to her larger literacy goals and to support her self-reflection on progress towards those goals. Additionally, discuss how you will support Claire in identifying quality work when self-assessing.
· Provide at least one research-based strategy that will increase Claire’s motivation throughout the intervention cycle and encourage ownership of her learning and reflective thinking.
· Explain how you will communicate with Claire’s family about her progress and changes to the intervention plan.
Support the plan with three to five scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to Lopes Write. A link to the Lopes Write technical support articles is in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies and professional standards:
MEd Elementary Education (ITL/NITL)
3.1: Identify the strengths and needs of individuals when planning instruction and sequencing learning to ensure students meet short- and long-term goals. [InTASC 7(c), 7(j), 7(p), 7(q), 8(p); TPE 4.1]
3.2: Design engaging learning experiences that are based on assessment data and appropriate for meeting student needs, goals, and curriculum and content-area standards. [InTASC 7(a), 7(d), 7(f), 7(g), 7(l); TPE 4.5]
4.3: Analyze a variety of data to monitor learner needs, reflect on student learning, and guide future instruction. [InTASC 6(c), 6(g), 6(l), 6(t); TPE 1.8, 5.2, 5.8; AAQEP 1d]
4.5: Identify strategies to support learners in reflecting on their progress, setting learning goals, and identifying high-quality work. [InTASC 6(d), 6(f), 6(h) 6(m), 6(q); ISTE-E 7c; TPE 5.3]
Attachments
Rubric Criteria
Expand All Rubric Criteria
Summary of Student Data (B)
30 points
Criteria Description
(C4.3)
5. Target
30 points
The summary of the analysis of the student data is thorough, and the justification for why more intense literacy interventions are needed is convincing.
4. Acceptable
26.1 points
The summary of the analysis of the student data is complete, and the justification for why more intense literacy interventions are needed is concise.
3. Approaching
22.2 points
The summary of the student data analysis is lacking key details, and the justification for the need for more intensive literacy interventions is weak.
No Submission
0 points
Not addressed.
Strengths and Needs (B)
30 points
Criteria Description
(C3.1)
5. Target
30 points
Identified strengths and needs are based on the data proficiently. Explanation of how they will be used to create short- and long-term literacy goals is exceptional.
4. Acceptable
26.1 points
Identified strengths and needs are successfully based on the data. Explanation of how they will be used to create short- and long-term literacy goals is solid.
3. Approaching
22.2 points
Identified strengths and needs are marginally based on the data. Explanation of how they will be used to create short- and long-term literacy goals is vague.
No Submission
0 points
Not addressed.
Literacy Goals and Progress Monitoring
30 points
Criteria Description
5. Target
30 points
Literacy goals are ideal for the student. A progress monitoring tool has been identified for each goal, and the technology to assist in collecting and organizing progress monitoring data is superior.
4. Acceptable
26.1 points
Literacy goals are appropriate for the student. A progress monitoring tool, identified for each goal and technology, is suitable to assist in collecting and organizing progress monitoring data.
3. Approaching
22.2 points
Literacy goals are lacking precision for the student. A progress monitoring tool is identified for each goal, and technology is used to assist in collecting and organizing the progress monitoring data.
No Submission
0 points
Not addressed.
Intervention Information
30 points
Criteria Description
5. Target
30 points
The intervention schedule information, including length, frequency, and timeframe for reassessment, is comprehensive. The tool identified for monitoring intervention implementation and explaining how it ensures implementation fidelity is novel.
4. Acceptable
26.1 points
Intervention schedule information, including length, frequency, and timeframe for reassessment, is provided. The tool identified for monitoring intervention implementation and explaining how it ensures implementation fidelity is apt.
3. Approaching
22.2 points
The intervention schedule information, including length and frequency, and the timeframe for reassessment, is missing key details. The tool used to monitor intervention implementation and explain how it ensures implementation fidelity is inconsistent.
No Submission
0 points
Not addressed.
Intervention Strategy (B)
30 points
Criteria Description
(C3.2)
5. Target
30 points
Intervention strategies are meaningful and expertly engage the student in learning experiences to meet individual needs, literacy goals, and content area standards.
4. Acceptable
26.1 points
Intervention strategies are appropriate and significantly engage the student in learning experiences to meet individual needs, literacy goals, and content area standards.
3. Approaching
22.2 points
Intervention strategies are surface-level and minimally engage the student in learning experiences to meet individual needs, literacy goals, and content area standards.
No Submission
0 points
Not addressed.
Setting Learning Goals and Self-Reflection (B)
30 points
Criteria Description
(C4.5)
5. Target
30 points
A strategy that helps students set learning goals leading up to larger literacy objectives and supports self-reflection on progress toward those goals is innovative. Discussion of how the student will be supported in identifying quality work when self-assessing is realistic.
4. Acceptable
26.1 points
A strategy to help students set learning goals that lead up to larger literacy goals and support self-reflection on progress towards those goals is credible—discussion of how the student will be supported in identifying quality work when self-assessing is clear.
3. Approaching
22.2 points
Strategies to help students set learning goals that lead to larger literacy goals and support self-reflection on progress toward those goals are underdeveloped—the discussion on how students will be supported in identifying quality work when self-assessing is unclear.
No Submission
0 points
Not addressed.
Motivation and Ownership of Learning
15 points
Criteria Description
5. Target
15 points
A strategy that will increase the students’ motivation throughout the intervention cycle and encourage ownership of learning and reflective thinking is creative.
4. Acceptable
13.05 points
A strategy that increases the student’s motivation throughout the intervention cycle and encourages ownership of learning and reflective thinking is reasonable.
3. Approaching
11.1 points
A strategy that will increase the students’ motivation throughout the intervention cycle and encourage ownership of learning and reflective thinking is unclear.
No Submission
0 points
Not addressed.
Family Communication
15 points
Criteria Description
5. Target
15 points
Explanation of how student progress and changes to the intervention plan will be communicated to the student’s family is advanced.
4. Acceptable
13.05 points
Explanation of how student progress and changes to the intervention plan will be communicated to the student’s family is noteworthy.
v No Submission
0 points
Not addressed.
Thesis, Position, or Purpose
21 points
Criteria Description
Communicates reason for writing and demonstrates awareness of the audience.
5. Target
21 points
The thesis, position, or purpose is persuasively developed throughout and skillfully directed to a specific audience.
4. Acceptable
18.27 points
The thesis, position, or purpose is communicated throughout and directed to a specific audience.
No Submission
0 points
Not addressed.
Development, Structure, and Conclusion
24 points
Criteria Description
Advances position or purpose throughout writing; conclusion aligns with and evolves from development.
5. Target
24 points
The thesis, position, or purpose is coherently and cohesively advanced throughout. The progression of ideas is coherent and unified. A convincing and unambiguous conclusion aligns with the development of the purpose.
4. Acceptable
20.88 points
The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and plausible conclusion aligns with the development of the purpose.
No Submission
0 points
Not addressed.
Evidence
15 points
Criteria Description
Selects and integrates evidence to support and advance position/purpose; considers other perspectives.
5. Target
15 points
Comprehensive and compelling evidence is included. Multiple other perspectives are integrated effectively.
4. Acceptable
13.05 points
Specific and appropriate evidence is included. Other perspectives are integrated.
No Submission
0 points
Not addressed.
Evidence
15 points
Format/Documentation
15 points
Criteria Description
Uses appropriate APA style and formatting to document sources in citations and references.
5. Target
15 points
No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.
4. Acceptable
13.05 points
Appropriate format and documentation are used with only minor errors.
3. Approaching
11.1 points
An appropriate format is attempted, but some elements are missing. Frequent errors in the documentation of sources are evident.
No Submission
0 points
Not addressed.
Mechanics of Writing
15 points
Criteria Description
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
5. Target
15 points
No mechanical errors are present. Skilled control of language choice and sentence structure is used throughout.
4. Acceptable
13.05 points
A few mechanical errors are present. Suitable language choice and sentence structure are used.
3. Approaching
11.1 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
