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: K. M.
Age:

15

Grade:9th

Time Period: March 8- March 23, 2016

Data Points: 8
Gender: Female

Targeted Behavior:
In our resource English class, we are reading Island of the Blue Dolphins.
The students all have a packet that has bellwork, class assignments, and
homework assignments based off of the book. Within these assignments, there
are high frequency words that are uncommon to some students. These words
are part of the students vocabulary assignment. The students will have a quiz
over these words, where they must match the word to its meaning. When reading
these words, K.M. is unable to correctly pronounce them and will often say other
words instead (ex: says climb instead of climate). For her intervention, the

targeted behavior is K.M. s ability to correctly read high frequency vocabulary

words based off the book. The purpose of this intervention is to increase K.M.s
accuracy in correctly reading the selected vocabulary words. The intervention will
be performed in the same classroom during 7 th period each time.
Data Collection Form:
The data on K.M.s ability to correctly read the words will be recorded by writing a
plus or minus sign on a piece of paper as she reads the words. A plus sign
represents K.M. reading the word correctly. A minus sign will represent K.M.
being unable to read the word or reading the word incorrectly. The same selected
15 words will be given to K.M. in the same format (flashcards) each time with the
same size and font. The flashcards will be presented to K.M. in the same order
each time.
Intervention:
To increase K.M.s ability to correctly read the vocabulary words, I read the
selected words with K.M. then asked her to go through the flashcards, reading
the selected words independently. K.M. sat in the same desk within each
classroom. When the intervention was implemented, K.M.s accuracy in reading
the words increased drastically. The intervention was highly effective and
increased her ability to read the words, as well as her confidence.
Summary (attach graph):
BASELINE
Vocab Word

Trial 1

Trial 2

Trial 3

Trial 4

March 8, 2016

March 11, 2016

March 14,
2016

March 15,
2016

Abnormal

- read as
abdominal

-. skipped

- skipped

- read as
abdominal

Gorged

- read as
gurgled

- pronounced
g-ur-j-ed

- read as
gurgled

Predator

- read as
pred-ai-t-er

- incorrectly
started 3 times
then skipped

Reptilian

- read retile

- skipped

- read repellent + self

corrected

twice
Pursue

- read purse

- read as purse

- pronounced
pr-u-s-ue

Sea Urchin

League

+ self corrected
once

Willow

- read willing

Climate

- read climb

+ self
corrected

- read climb

Region

- read religion

- read religion

- skipped

- read religion

Amputated

- read amp-uhl-ated

- skipped

+ self
corrected
twice

- read ampuh-tae

Deafening

- read
deadening

+ self corrected
once

- read dee-fing

Gash

- read gosh

+ self
corrected

Abandoned

- read ai-badon-ed

- read
abdominal

- read
abdominal

- read ab-adon-ed

Headland

- read headlined

+ self corrected

INTERVENTION:
Vocab Word

Trial 1

Trial 2

March 16, 2016 March 17, 2016

Abnormal

+ self corrected

Trial 3

Trial 4

March 18,
2016

March 23,
2016

- skipped

Gorged

Predator

Reptilian

+ self corrected
twice

+ self
corrected once

- read repellent

Pursue

- read purse

Sea Urchin

League

Willow

+ self corrected
once

Climate

+ self corrected

Region

- skipped

- read religion

Amputated

- read
abdominal

+ self corrected

Deafening

Gash

Abandoned

- read
abdominal

- read ab-adon-ed

Headland

- read
heeding

Words Read Incorrectly by K.M.

12
10
8
Number of words Read incorrectly

6
4
2
0
1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0
Trial

As shown by the table and graphs, the intervention was highly effective in increasing
K.M.s ability to correctly read the vocabulary words. This intervention will continue to
be used, and then gradually faded until K.M. is able to independently correctly read the
words.

Student Teacher

Cooperating Teacher