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Students need to receive progress monitoring when they are on a literacy intervention plan. Using the appropriate tools to progress monitor helps justify whether an intervention is working or the need for an intense intervention to be added. Teachers can then provide students feedback that will help them reflect and self-assess their progress. It is also essential to communicate with families the progress their child is making during their literacy intervention. Read the “ELM-526 Intervention Case Study.” Write a 1,000-1,250 word intervention plan that would support Claire’s literacy needs. Include the following in your intervention plan: Summary of the analysis of the student’s data and justification, based on the data, why more intense literacy intervention is needed. Claire’s strengths and needs based on the data and how these will be used to create short- and long-term literacy goals. Create two literacy goals based on the analyzed data and determine a progress monitoring tool for each goal. Provide one way that technology can assist in collecting and organizing the progress monitoring data. Describe Claire’s intervention schedule, including intervention length and frequency, and reassessment timeframe. Provide one tool to monitor intervention implementation and explain how this tool ensures implementation fidelity. For each goal, provide one research-based intervention strategy that will engage Claire in learning experiences to meet her needs, goals, and literacy and content-area standards. Describe one strategy that will be implemented with Claire to help her set learning goals that lead up to her larger literacy goals and how to support her self-reflection on her progress towards those goals. Additionally, discuss how you will support Claire in identifying quality work when self-assessing. Provide at least one research-based strategy that will increase Claire’s motivation throughout the intervention cycle and encourage ownership of her learning and reflective thinking. Explain how you will communicate with Claire’s family about her progress and changes to the intervention plan. Support the plan with 3-5 scholarly resources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. ELM-526 Intervention Case Study Student Background: Claire is a fifth grade student in a general education classroom. This is her first year at this K-5 elementary school. She is a native English speaker. Claire is the middle child of four and both of her parents work full-time. She enjoys playing ice hockey and taking care of her pets, a dog and a turtle. She is outgoing and very social with peers. Formal Assessment: Claire took the Iowa Test of Basic Skills. On her comprehension subtest, she scored in the 9th percentile. This comprehension assessment identified Claire as needing additional fifth grade support in comprehension. Informal Reading Inventory (IRI) Assessment Informational Comprehension Skill Analysis Tier 2 Instruction: Claire is currently receiving Tier 2 instruction, three days a week, for 20 minutes a day for eight weeks. Her reading group has seven students with a vocabulary and informational comprehension focus. Claire’s Tier 2 intervention literacy goal is: When given a fifth-grade informational passage and vocabulary assessment, the student will use context clues and other strategies, such as consulting a dictionary, to help determine the meaning of unfamiliar words, with 80% accuracy. Claire’s teacher has been utilizing the "Words in Context, Looking for Meaning" graphic organizer as her Tier 2 intervention. Claire’s teacher has assessed this literacy goal weekly and Claire’s progress is shown in “Claire’s Progress Monitoring Chart.” Anecdotal Notes: Claire is a sweet girl who participates in whole group class discussions and small group activities. She states her favorite subject is science. She loves to do science experiments; however, she has trouble comprehending the science text and other handouts, because of the content vocabulary. Whenever asked to discuss content related to text, she struggles with word meaning and comprehension. Last week I noticed that just as I asked students to take out their science text, Claire began to disrupt her peers with off-topic conversations. She took a long time to begin and had difficulty staying on task. Her family has expressed concerns about her comprehension level as she moves into middle school next year. Self-Assessment Attitude Survey: See results below.