Instructional Intervention Project Report Form

Instructions

: Select

1 IEP objectives for 1 student and plan for the intervention. Approve plan with
cooperating teacher and supervisor. Once a solid plan is in place and approval is granted you may begin
the project. Document this assignment on a separate page, including the information listed below.
Describe data collection form - how will you collect the data (data collection must be manageable (i.e. do
not collect data all day long).
Baseline: You must have at least 3 data points.
Intervention: You need to define criteria for instructional intervention(s). Example: If the performance
does not improve after three data points, change the intervention. Example: If the objective is met as
defined (as independently as possible) at three data points, move on to a new objective. If not, reflect,
reevaluate, and modify your instruction. The data drives the process, not a timeline.
Graph: Use Excel for graph (your visual representation of the process can be modified per your
instructor). Use phase change lines between baseline and intervention. Draw an arrow to denote
significant changes that may affect the data (e.g., began medication, fire drill).
You must be able to demonstrate that you used visual analysis (i.e., examined graph) to make decisions
regarding the intervention. Write a summary of what you did and what you learned; submit this
information along with your graph to your supervisor.

Student's Initials: A.C.

Age: 6
Gender: F
Time Period: An instructional 6 weeks
Data Points: The data points will represent the number of words that the student identified incorrectly.
Grade: 1st
IEP Objective: In an instructional 36 weeks, using reminders to stay on task and verbal and visual cues, the
student will read a set of word family words. Success will be measured by teacher observation and mastery
will occur at 80% before the introduction of new words.
Data Collection Form: The student will do a cold read of words in the short e word family (i.e. hen, pen,
tent) at the beginning of each week. The student will be evaluated on correctly identifying 10 words. After the
cold read, the student will be tested weekly on the improvement of the word identification. If there is no
improvement within 3 data points, the intervention will be adjusted to better meet the students needs.

Intervention: The student will be introduced to the short e word family through different activities, to allow
the student to see these words in different contexts. The words will be shown to the student through
flashcards, short stories, flip boards, and a game board activity. The correct/incorrect identification of the
words will be monitored and documented.

Summary (attach graph):

When entering Week 1, I decided to start the student off with 5 words instead of the whole list of 10 words,
to keep from overwhelming the student. Once the student reached a mastery of 80%, I introduced 2 new
words to the list at a time. I repeated the same process and had the student attempting all 10 words by
Week 5. I found my method of instruction to be successful. I began each week by having the student do a
cold read of the new words that were being introduced. The data in the chart above was collected from the
cold read at the beginning of the week. After practicing with flashcards, I then showed the student a short e
flip book. The beginning sounds of the word would change and the student would verbally identify the word.
In Week 4, I had the student begin reading a short story called Meg the Hen. The story included short e
words like pen, hen, tent, and mess to name a few. At the end of Week 6, the student played a board game
that gave a sentence and a picture. If the student was able to read the sentence and decide if the picture
matched, she was able to move her game piece forward.
I believe that this project was successful because I was able to show the student the short e words in
different contexts. This kept things interesting for her and allowed for me to see if she was able to truly
identify the words and that she hadnt just memorized the words off of a flashcard.