Assessment and Interventions to Support Student's Progress
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.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Please make similarity =0 and please if you need more paper s send me to add more papers
Clinical Field Experience
Student Name
University/College
Course
Professor's Name
Due Date
Part 1: Assessment and Interventions
The student I chose to administer an informal RTI is Teesha. Teesha is a vibrant young student at risk of falling behind her peers academically, even though she has the potential to be among the leads. After administering the assessment, the data collected revealed that Teesha has always maintained a high score in all her subjects but failed to maintain a balance in mathematics, which is the source of her failure. Balancing subjects remains a critical academic component, leading to an overall academic record. After scoring her assessment, I shared the results with Teesha and her special education teacher. Upon deeper understanding of why she failed in Mathematics, it was identified that Teesha could not determine the steps she should take to solve the specified problem. She cannot filter out the important and unimportant details in math questions. Having her weaknesses and strengths in mind, we identified two interventions that could help her in class and one that could be incorporated at home with her family's support.
The first intervention for the class was to provide Teesha with explicit instructions in problem-solving. The teacher should be able to help Teesha focus on the math problem by giving clear instructions rather than moving too fast into the equation (Ashman et al., 2020). This is because children often solve problems easily when they understand the context, and based on the context, the child can create a visual in their minds that will help solve the problem. Some sample question lists that the teacher can use include: What is the problem behind this story? What understanding do I have regarding this problem, and what information has been provided? What information is relevant and what is not? In what ways can the student approach the question?
The second-class intervention that will help Teesha is using visual aids. According to Ayabe et al. (2022), diagrams facilitate self-explaining, which promotes a deeper understanding. Additionally, diagrams, as visual aids, enable the construction of accurate solutions by enhancing information and knowledge access. Hence, students who can visually represent a mathematical problem are attributed to effective problem-solving. Teesha's teacher should be able to use visuals to pique her interest and make learning easier (Dalali et al., 2022). When the same problem arises in an evaluation test, the chances of Teesha remembering the diagram will increase and help her solve the current problem. Some forms of visual aids include tables, graphs, and bar charts.
At home, with the help of her parents, Teesha can have homework support from her parents, using the available resources, such as mobile mathematics applications and her parent's knowledge. Parent's help will help reinforce concepts and skills taught in the classroom and provide additional practice for Teesha. With parents' help in hands-on practice using applications or other...