Kim

Selected Student: Elementary School Student Grade Level: 3rd grade female

Current Performance Data: In 2-3 sentences, summarize the student’s current literacy performance, including specific grade level literacy performance data.

State Literacy Standards: Select and list in their entirety two state literacy standards that align with the student’s learning needs.

1.

2.

Learning Objectives: Provide one student-specific reading and one student-specific writing objective aligned to one or more state literacy standards listed above.

1.

2.

Intervention Strategies: Identify two intervention strategies, one for reading and one for writing, that will help the student progress toward meeting the specified learning objectives and selected literacy standards. In 1-2 sentences, describe each intervention strategy and provide a 1-2 sentence research-based rationale for its use.

Reading Strategy:

Rationale:

Writing Strategy:

Rationale:

Progress Monitoring and Feedback:

Identify two progress monitoring assessments, one for reading and one for writing, that could be used to document and monitor student progress toward meeting the specified learning objectives and selected literacy standards. In 1-2 sentences describe the frequency of assessment, the data each assessment would provide, and how it would be used in future intervention planning.

Reading Assessment:

Writing Assessment:

In 2-3 sentences describe two ways the special education and general education teachers can provide the student with feedback that will engage the student to work toward quality learning and performance.

Technology Tools/Applications:

In 1-2 sentences, describe how technology-based tools/applications can generally help students build reading and writing skills based on their individual needs.

Based on the selected student’s individual needs, recommend one technology-based tool/application that could build reading and/or writing skills. Provide the link to the tool/application. Justify your selection in 1-2 sentences by using information from the case study and by citing relevant research.

Recommended Tool/Application:

Application/Tool Link:

Justification:

Cross-Curricular Modifications: Describe how the curriculum could be modified in each content below to make it accessible to the student as part of the intervention plan for supporting the student’s unique reading and writing needs.

Math:

Science:

Social Studies:

Electives such as Art, P.E., Music, etc.:

Reflection: In a minimum of 250 words, address the following:

· Explain how special education teachers can incorporate ELA concepts on reading, language, and child development to design, deliver, and evaluate instruction in reading, writing, speaking, viewing, listening, and thinking skills to help students successfully apply their developing skills to different situations, materials, and ideas. Provide real-world examples to support your ideas.

References: Cite 2-3 scholarly resources to support the chart content .

Selected Student: Elementary School Student Grade Level: 3rd grade female

Current Performance Data: In 2-3 sentences, summarize the student’s current literacy performance, including specific grade level literacy performance data.

State Literacy Standards: Select and list in their entirety two state literacy standards that align with the student’s learning needs.

1.

2.

Learning Objectives: Provide one student-specific reading and one student-specific writing objective aligned to one or more state literacy standards listed above.

1.

2.

Intervention Strategies: Identify two intervention strategies, one for reading and one for writing, that will help the student progress toward meeting the specified learning objectives and selected literacy standards. In 1-2 sentences, describe each intervention strategy and provide a 1-2 sentence research-based rationale for its use.

Reading Strategy:

Rationale:

Writing Strategy:

Rationale:

Progress Monitoring and Feedback:

Identify two progress monitoring assessments, one for reading and one for writing, that could be used to document and monitor student progress toward meeting the specified learning objectives and selected literacy standards. In 1-2 sentences describe the frequency of assessment, the data each assessment would provide, and how it would be used in future intervention planning.

Reading Assessment:

Writing Assessment:

In 2-3 sentences describe two ways the special education and general education teachers can provide the student with feedback that will engage the student to work toward quality learning and performance.

Technology Tools/Applications:

In 1-2 sentences, describe how technology-based tools/applications can generally help students build reading and writing skills based on their individual needs.

Based on the selected student’s individual needs, recommend one technology-based tool/application that could build reading and/or writing skills. Provide the link to the tool/application. Justify your selection in 1-2 sentences by using information from the case study and by citing relevant research.

Recommended Tool/Application:

Application/Tool Link:

Justification:

Cross-Curricular Modifications: Describe how the curriculum could be modified in each content below to make it accessible to the student as part of the intervention plan for supporting the student’s unique reading and writing needs.

Math:

Science:

Social Studies:

Electives such as Art, P.E., Music, etc.:

Reflection: In a minimum of 250 words, address the following:

· Explain how special education teachers can incorporate ELA concepts on reading, language, and child development to design, deliver, and evaluate instruction in reading, writing, speaking, viewing, listening, and thinking skills to help students successfully apply their developing skills to different situations, materials, and ideas. Provide real-world examples to support your ideas.

References: Cite 2-3 scholarly resources to support the chart content .