Academic Intervention Plan

Student Name: Madison

Teacher Name: Mrs. Bergquist

Part I:

Problem Definition:

I have observed Madison during small group language arts rotations. During these
rotations I have noticed her reading levels are not as high as her other 5 th grade
peers. I have noticed her second grade level sight words wrong, not by just simply
making a mistake but consistently missing the word. When seeing her assessed on
sight words she finished with 70% accuracy. She would read through the words at a
pretty good pace, slowing a lot if she was unsure. At the fifth grade level, typical
developing students are completing sight words from Kindergarten through fourth
grade with 100% accuracy.
Intervention Plan: I am choosing to do a sight word intervention with Madison. I
will start by going through the second grade level sight words with Madison and
seeing how many she knows. The next time I work with her we will go through them
all and pull out the ones she does not know. I will then have her practice spelling
them, using a ‘tap-it-out’ method, we will do this with each word she does not know.
The next time we work together we will start once again by going through all the
words. After this we will pull out the words from last time that she didn’t know as well
as pull out any new ones if she missed this time. I will have playdough this time and
we will practice writing out the words, this will give Madison a multisensory approach
to learning the words. After this we will continue going through the sight words when
I get there and we will keep practicing spelling, saying, and writing the words she is
having troubles with.

If Madison is consistently getting words right, I will fade these cards out of the pile.
This way we can narrow our focus on the words she is not able to recognize. Mrs.
Bergquist, her special education teacher, has a system where she writes words
students get wrong on a popsicle sticks, if it is sight word and a student says it
wrong. This is what I would do if she is consistently missing words so she doesn’t fall
out of that system, with her teacher.

I will make sure I give Madison positive reinforcement so she gets more confident
with what she is doing. I will also have consequences by having her keep going over
the words and practicing, this will be a positive consequence.
Intervention Goal: By May 2019, when given sight words at a second grade level,
Madison will be able to complete them with 90% accuracy, for 3 consecutive weeks.
Progress-Monitoring: I work with Madison I will have a chart to keep track of how
many words she is getting correct. This is something that I can track how she is
improving on the sight words.
Additional Considerations for Intervention Development:
1. Can’t Do/Won’t Do: I consider Madison’s ability to complete sight words a skill
or knowledge deficit. I believe this is the case because she tries very hard when we
are working on reading and language arts. If it was something she didn’t want to do
she wouldn’t try hard at either. Madison works hard on her own, we do not have a
certain strategy to help motivate her to work hard.

2. Sufficient Contact Time and Appropriate Student-Teacher Ratio: We will

have 20 minutes for each intervention and the intervention will occur once every
week. I will be teaching the student, however if I am not there Mrs. Bergquist or the
student teacher will be working on the intervention.

3. Incorporate Effective Instructional Elements: Madison will be engaging the

whole time. She will be reading through the sight word flashcards and once this is
done she has to spell out the words orally.

4. Performance Feedback: The feedback Madison will be receiving is the words

and how they are pronounced as well as giving her positive reinforcement /
encouragement to keep working hard.

5. Maintenance of Academic Standards: There are no necessary

accommodation.