Intervention Implementation and Colleague Support

ONLY COMPLETE PART 2, 3, AND 4. 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. Another large part of being a reading/literacy specialist is helping other teachers to provide students literacy support. They do this by sharing their 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 identifying students who need additional reading support, selecting appropriate goals, and implementing interventions. Allocate at least 15 hours in the field to support this field experience. Part 1: Continual Intervention Support Based on the observations and progress monitoring data from “Intervention Day 1” in Topic 2, collaborate with your mentor to revise “Intervention Day 2” for each student. Implement the revised Day 2 interventions and administer the progress monitoring tool with each student. Complete part of the “Research and Planning for Intervention” section in the “Literacy Work Sample.” Include the following information for Day 2 only: Revisions, including a rationale for the revision changes and how your mentor was part of the decision making process Observations Results of progress monitoring Submit your “Literacy Work Sample” to the digital classroom. APA format is not required, but solid academic writing is expected. You are not required to submit the “Literacy Work Sample” to LopesWrite. Part 2: Reading/Literacy Specialist Interview Interview your school's or district's reading/literacy specialist or interventionist and take interview notes on the following questions: How often do you meet with families about their child's intervention process? If you do not meet in person, how are you communicating student progress with them? What type of literacy support do you provide to teachers? How often are you meeting with teachers to support them with your school's intervention process? What type of follow-up meetings take place when discussing trends that you are seeing at both the grade level and school level? What do you do if a teacher disagrees with your intervention methods? What is your role in SST/MTSS/RTI at your school and how do you advocate for students during this process? How do you ethically and legally communicate data and store data so that student privacy is not violated? Part 3: Supporting a Colleague 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. Collaborate with your mentor and the colleague to review their recent classroom literacy assessment data, identifying areas of strength and areas of improvement. Create and share a literacy action plan for the teacher to increase the literacy success of students in the class. Include the following in your action plan: A minimum of two literacy goals based on the identified areas of need. The goals can be for the whole class or smaller groups of students. Research-based literacy strategies to support the goals Timeline for strategy implementation and reassessment of goals Additional resources and support you, as the literacy/reading specialist, will provide Spend any remaining field experience hours providing literacy instruction and support. Part 4: Reflection Write a 250-500 word reflection summarizing the support you were able to provide the selected colleague. Include the following in your reflection: Discuss successes and challenges in providing literacy support to a colleague. Explain how you would change your professional practice the next time you support a colleague. Submit your interview notes from Part 2, your action plan from Part 3, and your reflection from Part 4 as one document.