Nikki Temple Pre/Post test Intervention Plan Performance prior to pretest Student A has several disabilities that cause

her to be in an inclusion class receiving instructional support. A receives whole group instruction in reading and math as well as individual support in both subjects. She does not meet grade level in either subject. The student has been working on sight words since 1st grade and still has not met her IEP goal in that area. However, she does work on sight words at least once a week. The student when receiving her individual help requires a great deal of repetition. She will get stuck with a word in her head and continue to say that word even if it is very different from the next word. Her decoding skills are very low, but she does know the sounds of the letters. Blends and diagraphs throw her off when trying to decode a word. It is also hard for her to sit still for any length of time. She starts to get fidgety after sitting for about ten minutes; her hands become a source of entertainment. In looking at her hands and motor movements it appears she has trouble with fine motor skills. The handwriting will be all over the page; the letters go interchangeably from upper to lowercase. She often has trouble with remembering the different upper and lowercase letters. Overall, there is a since that re-teaching is consecutively done for her to fully grasps different concepts as well as with concepts that have already been taught. The student appears to be very aloof during whole group lessons. She will often sit at her desk and look at pictures in books. She does not appear to choose books on her reading level. The books she does choose all seemed to be about television shows that she watches at home. A

does seem to make more of an effort to pay attention during the whole group math lessons. Often times the students will be learning new math games. Lately, all of these games are related to making ten, which she is able to do. Thus, she is aware that she will be required to learn these games to interact with her peers. At times A appears to want to interact with her peers, I observed her once asking to play the math game with a peer instead of a teacher. This is a great improvement in her social skills and is incorporated into her IEP. Math appears to come more easily to her than reading. Less repetition seems to be required. I do wonder if it is because math is taught before reading. The math games are of great interest to her versus reading, where there are no games currently. Even seeing her in the whole group setting, she does well when brought back to one to one. As attitude does play a great role in how much learning is completed that day. She is very headstrong and if it does not interest her she will say the same word over and over and not even look at the work in front of her. Ive noticed that if she knows something good is coming at the end she will change her attitude and try to work harder. Rewards are a very stimulating factor for A and can change the whole course of a lesson. I have also noticed that the parents are actively involved with her schoolwork. All papers and books that are sent home appear to be promptly sent back. One can tell that after a book was sent home and read the next day that A does better. Its very encouraging seeing that what is being done at school is being reinforced at home.

Nikki Temple Pre/Post test Intervention Plan Results of pretest The pretest was given using flashcards to represent each word. I showed her the card and had a checklist for me to mark whether or not the word was pronounced correctly. I only checked the word if it was correct. The test did not take very long as it was simple. A did not try to decode any words. She just went straight through each word. The pretest allowed me to establish a baseline for what she does and does not know. The student would often repeat words during the pre-test causing many to be missed. The score for the pre-test was 9/19. The score allowed me to realize what words needed to be emphasized during the intervention period. I choose words that are used a great deal in our everyday language. I also choose words that she was able to get correct because of her medical diagnosis. The student requires a great deal of repetition in her learning, without the repetition the student looses many of her gains. The pre- test also allowed me to realize that this skill needs to be reinforced at home. Thus I decided that the flashcards would be sent home for her parents to help her with. This will allow for repetition to occur not only in the school setting. In moving forward for what would be done at school I also would plan for her to practice by use of technology. I would look for games that use sight words because she responds well to having a reward that is different from her normal.

Nikki Temple Pre/Post test Intervention Plan Intervention Implementation After the pretest I decided to use a variety or worksheets to help reinforce sight words. The worksheets each focused on different sight words. The first day we were only able to do one worksheet. This worksheet focused on the word and. I wanted her to not only recognize the word but be able to write it as well. The worksheet gave practice in both of these techniques. A also practiced sight words on the Ipad using the sight words 1 app. The second day I had several worksheets as well as a game for her to play practicing sight words. The first thing we did was review the words using flashcards. This technique A does not always like; however, it is an effective way to practice the words. All of the worksheets we did that day were different and focused on different words. One worksheet focused on I and am, another one you, can, look and up, and the last one focused on the. While the worksheets where different in words they were also different in style. This allowed her to not get bored doing. One of the worksheets required her to cut the words out then paste them in the correct spot and another worksheet had her draw a picture after practicing writing the word. She really enjoyed this because it engaged her in different ways. A was also allowed to use the Ipad and play sight words one. This app has two different ways sight words are implemented one is in the gears section. In this portion, the student must listen and then use the word bank to find the correct word. The other part of the app uses the word machine. It also says the word, but the student only has three words to pick from and as you move up it gets

harder. The student was also allowed to play the CVC phonics game to help reinforce words. However, the sight word game she did like more. After doing all of the worksheets and using the technology resources provided we reviewed the words before giving the post-test. The post-test was done in the same manner as the pretest. I would show her the word and the put a check beside the word if correct.

Nikki Temple Pre/Post test Intervention Plan Results of Intervention On the post-test student A received a 10/19. This does show improvement from the pre-test. I do feel that the test results are not completely true to the students ability. She missed words that she would normally get correct. A often times will when not in the mood to do work repeat words and not even look at what is in front of her to get you to move on to the next item. I believe having been able to do things she really liked and now having to go back to the flashcards skewed the results to not show her full ability. I definitely feel as though progress was made with her being able to recognize many of these sight words. For example, we worked a great deal on the word you and she was able to spell it correctly in her journal prompt. This was another affirmation that the intervention did provide some results. I do think she will continue to need to go over all of these words so that she does not loose any of the gains that were made. I learned a great deal from this intervention plan in working with student A. She made me realize how important the rewards are for working hard. I realized early on how much she enjoyed playing games and new from the beginning that it would be what she would want so I had to be sure it reinforced our learning. I also never realized how important repetition is in much of our learning. Sight words cannot be decoded so one must practice, having practice that is fun and innovative is key for a student like A. She liked the worksheets because they were all different and not just having her write words over and over again. Although, that is

something she will have to work hard on because she has problems with fine motor skills. Her motor skills were another reason I choose to do games on the Ipad so she could get in that extra practice. Overall, this implementation went very well and I was impressed with how much A learned.