Intervention Plan for Struggling Student

              In math the student initially struggled with Chapter 6- counting by 10s, skip counting, etc. With Chapter 7, I immediately took action to ensure the child was getting additional instruction and not falling behind. He did very well overall throughout this chapter; his pre-test was evident that he had prior knowledge on the concepts that were going to be taught. He made a gradual amount of progress on his second math test. It was enough to ensure the child was not continuing to fall farther behind. The student was given a “Quick check” math sheet to assess students progress on the new chapter and the results showed he was understanding and accurately completing similar problems. In addition, the mid-chapter checkpoint quiz given in the middle before the third test showed the students is correctly aligned and understanding what is being taught.

            In reading the student struggled with reading for meaning and stretching out the sounds to read words. Moreover he also had a difficult time with sight word recognition. After adding sight words on a ring and really sitting down and practicing the words, the students has made some decent improvements in just a few sessions. At first, he would give up and just say that he didn’t know what the words were. He wouldn’t stretch out the sounds to read a word at all. He might not always blend sounds, but he is beginning to blend special sounds such as /ch/, /sh/, /th/, /ou/, /ow/, /oo/, /ui/. One weakness the student really had in our beginning sessions was the fact he didn’t really read for meaning. By the end he was developing a better understanding that language should make sense and it should also sound like spoken language. The student did very well knowing which sounds matched each letter and he regularly identified this accurately. With his writing,  he initially did not put punctuation and used capital letters inappropriately throughout sentences. After we met a few times, he changed his old habits and appropriately used capital and lower-case letters. He also began using punctuation at the end of sentences. This was drastic improvement and will certainly help his writing grade.

Session #:	Skill (What the student needs to work on)	Strategy (How the skill will be taught)	Notes (Results from lesson)
Reading Intervention Plan
1	HFW, spelling, phonics	HFW Review, carousel read sight word cards, spelling using “special sounds” (blends) Whiteboards, phonics dance	Knew most HFW from last week. Gets when, where, and was confused
2	HFW, spelling, phonics	HFW Review, sight word cards, spelling using “special sounds” (blends), white boards, phonics dance	Regularly seems to be in a rush.. doesn’t have a lot of confidence as a reader. He second-guesses himself a lot and resorts to “I don’t know” instead of using reading strategies.
3	HFW, spelling, phonics, fluency	Choral read decodable text, HFW review, spelling using “special sounds” (blends), oral reading fluency, whiteboards, Phonics Dance	Did well in reading- sometimes rushes through and tries to read without reading the text.
4	HFW, phonics, spelling, fluency, and dictation	Dictation sentence writing/practice, whiteboards, phonics dance, HFW review, spelling using “special sounds” (blends)	Student uses capital letters throughout writing-when not appropriate. He does not always capitalize the first letter of a sentence and he often forgets punctuation at the end of the sentence.
5	HFW, phonics, spelling, fluency, and dictation	Writing dictation sentence, running record/reading decodable text, HFW kindergarten assessment	Dictation writing is developing. He was able to write sentences without capital letters throughout and randomly with support. His reading seems as if he still “pushes through” the text. He was much more accurate with matching the text with spoken words.
Mathematics Intervention Plan
1	Go Math Tier II-Lesson 7.1 Model and compare two-digit numbers to determine which is greater	-Have each child pick up two Numeral Cards and use blocks to model both numbers. -Children use their models to decide which number is greater. Guide them to compare the tens first and then the ones as needed. -Have them write the number on paper and circle the greater number. -Have children pick two new cards and repeat the activity.	The student did fail his first math test in 1st grade so the teacher wanted to make sure to give him extra instruction each day during math instruction. Today, he did well with the introduction of the new concept. He understands numbers that are greater than each other.
2	Go Math Tier II-Lesson 7.3 Model and compare two-digit numbers to determine which is less	-Draw the < symbol on the board and label it is less than. -Have each child pick up two Numeral Cards and use blocks to model both numbers. -Children use their models to decide which number is less. Guide them to compare the tens first and then the ones if necessary. -Have each child glue the card for the number that is less on a piece of construction paper. Then have them draw the is less than symbol and glue the other card to the right of it. Have them read the comparison aloud.	Once again, the student appeared to be getting the concept of is greater than and is less than. He was accurately able to identify numbers that were less. He understands the symbols should point to the number that is less. It helped him to understand more when he realized if the sign looked like an L (<) it was to say “is less than.”
3	Go Math Tier II-Lesson 7.4 Use symbols for is less than “<” , is greater than “>” and is equal to “=” to compare numbers	- Give five children the Numeral Cards 20, 21, 24, 27 and 28. Have them stand side by side in numeral order with their cards facing front for the entire group to see. -The children holding cards less than 23 can go back to their seats. Which children can go back to their seats? The children holding 20 and 21. -The children holding cards greater than 25 can go back to their seats. Which children can go back to their seats? The children holding 27 and 28. - What number is left? 24 -Repeat with other sets of five Numeral Cards.	This was a great visual for the student to understand the concept better and really understand the concept in a much deeper context. A number chart was also helpful in deciding which numbers are greater and less than particular numbers. The student is doing well so far in this chapter.
4	Go Math Tier II-Lesson 7.6 Identify numbers that are 10 less or 10 more than a given number.	•Write the number 35 on the board. Model 25 using 2 tens and 5 ones. How many tens are there in 25? 2 tens How many ones? 5 ones. •Add a ten to the model. I add 1 ten to 25. How many tens are there now? 3 tens. How many ones? 5 ones. What number is 10 more than 25? 35. •Restore the model to again show 25. Take a ten away. I take 1 ten from 25. How many tens are there now? 1 ten. How many ones? 5 ones. What number is 10 less than 25? 15 •Repeat with different numbers.	This concept seemed to be a bit more confusing for the student. So it was helpful to give him a second burst of instruction.  It really laid out the foundation of the concept so that it was broken down to its basic form.  The visual and manipulatives helped him to see and understand what was happening and why.  I feel very confident the student will get this part on the test, as well as, do well on the test overall.
5	Quick check on new chapter skills- addition to 20	See student worksheet with pictures to count and add to get a total sum	The student made a B on the past test and missed various questions in different parts. He did not however miss an entire section/ concept. My cooperating teacher and I are very impressed with his progress. In addition, he did very well on this sheet. So far the student seems to understand the new skills introduced in this new chapter.
6	Mid Chapter Checkpoint- assessing student knowledge on lessons 1.1-1.4	See student mid-chapter checkpoint sheet.	Once again, the student is progressing well in this chapter so far. He seems to understand the concepts and is accurate with his mathematics.

Family Learning Plan

September 30, 2014

Dear parents,

I am happy to assist your child with specific strategies, skills, and materials to use at home. This will help to ensure your child is having a rich learning experience.

The more literacy and mathematical experiences children have each day, the better readers, writers and mathematicians they will become. Many very busy parents find time to read stories during the day or evening and at bedtime. I encourage you to check out books from the local library and read every day.

Your child has a take-home packet as well as a Ziploc bag with a book and note pad that will come home daily. You will see a note in the bag that tells you about reading the book. The note will say, “Please read this book to me,” “Please read this book with me,” or “I can read this book.”

The notepad will be for your child’s writing. I want to encourage you to allow your child to write a few letters, words, or sentences each day. The writing can be about their day, about a story, or about a television program. Their writing may include pictures as well as words that are not necessarily spelled correctly. I want children to use their temporary spelling as they experiment with writing. I also encourage you to write in front of your child.

Each day the bag should be returned to school. The notebook will stay in the bag and a new book will be put in the bag.

It is my privilege to have the opportunity to work with your child at Margaret Elementary School. I enjoy spending each day with all the students!

Sincerely,

Mrs. Harmon

Summary of Home/School Collaboration

I believe this way of open communication at first is a great way into the parents. It is hard to tell right away, but I want to give the parents opportunities for them do help the child and also variations so the child can still work independently at times. I look forward to continuing to work with this student as well as the parents to ensure the child receives the best quality of education. I know that there is a lot of potential and he is really being to gain a lot more confidence as a reader, writer, and mathematician. I can’t wait to see how he continues progressing in the coming weeks and months.