Clinical Intervention and Goal Setting Worksheet

Intervention and Goal Setting Template Standard: Intervention Activity: Post Assessment: Student 1 Student 2 Post Assessment Results: Feedback (50-100 words): 2-3 Academic Goals: Reflection: Resources: © 2018. Grand Canyon University. All Rights Reserved. Student 3 © 2018. Grand Canyon University. All Rights Reserved. 1 Pre-assessment Lindsey Bolton 2 Summary of Pre-assessment Pre-assessment is an important step to understand the interventions needed to improve the learning outcomes of the student. It entails conducting a test that assesses the knowledge of a student before starting a unit. Based on what the students already know, the tutor can program the teaching and provide additional support to the students. It also helps understand the student’s interests and provides educational materials that align with the students’ learning (Guskey, 2018). Different students have different comprehension capabilities, and therefore the assessment helps design the program in such a way that every student gains from the teaching. Following the field assessment, three students were identified and require additional support to ensure they benefited more from the interventions. All the students the identified students needed support to improve their reading skills. It occurred that following the reading session, the students would not comprehend what they were reading and therefore the need to have an intervention in place that would support the students’ learning outcomes. Clinical Intervention and Goal Setting Worksheet

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The students would benefit from the intervention strategies in place, such as ensuring that the students read along with the teacher, in which I would read a story loudly and then ask the students to follow along. The students may also be asked to echo-read, identifying key points in the story, after which they will be asked to recite the story, identifying the key points. Another intervention strategy is the use of repetition in the reading of the story, where the students will be asked to read the same thing several times =s until they register it in their mind. When reading the story, the three students will be asked to use their fingers and follow along, improving their reading skills. One of the standards identified is CCSS.ELA-LITERACY.RL.1.1, where the students are to be asked questions and answer them based on the knowledge from the book provided (Hudson, 2016). The student will be asked to identify key characters in the story and 3 assess their comprehension capabilities. It would also be important to teach some vocabulary to the students before the teaching. The students were asked to read a paragraph on their own, after which they were to narrate the story, identifying key characters. After reading, I asked them to identify some of the vocabulary they noticed while reading the story. One student managed to provide little information about the book. The other two could not remember anything they had read, while only one could identify some of the vocabularies from the reading. The pre-assessment highlighted the challenges associated with the reading, and therefore an intervention was provided. The students were asked to read after the teacher, noting down important points from the reading. After the reading, each student provided a synopsis of the entire story and identified at least three vocabularies. It was clear that the students managed to identify three vocabularies and were able to recite the story following the interventions. The family members need to understand the reading capabilities of their students, and therefore it is important to share the data with them to support the needs of the students. To communicate the data, the information can be emailed to the parents, providing them with the information needed to support the reading needs of the students. The family members will be asked to support the students in different ways they can and ensure that their reading comprehension is improved. The information is also important in my future assessment program as it will help identify the needs of the students and support them in any way possible. The preassessment and instructions given to the students will help improve their reading skills while noting their special needs. It is also important to communicate the data with other teachers to support the students fully. 4 Reflection of the importance of the pre-assessment process Pre-assessment is an important aspect that helps the teacher obtain important information about the student on what they know before providing any instructions. It also helps understand what interests the students and align the learning based on the assessment. It is always important to know what the students think about the instructions provided to understand how to support them. The prior information of the student helps provide learning materials based on their understanding and provide the needed interventions. Clinical Intervention and Goal Setting Worksheet