Running head: CLINICAL FIELD EXPERIENCE D: INTERVENTION IMPLEMENTATION

Clinical Field Experience D: Intervention Implementation

Calandra Young

Field Experience D: Intervention Implementation

January 27, 2021

 Intervention Implementation

This is my last clinical field experience and I am completing it with Ms. Clyne and her

6th grade Inclusion Language Arts. We'll continue working with M.R. During this field

experience, we created effective prevention and intervention techniques to be used everyday in

the student's daily lesson plans and tasks to complete. Implementing TIER 3 RTI

interventions into the everyday routines of the student, such as free choice of individual reading

time, and even adjusting tasks, helps him to individually complete reading assignments and

achieve improved reading fluency and understanding. Classroom management and seating plans,

along with task modifications, often encourage him to remain concentrated. Using TIER 2 and 3

RTI Interventions, his tasks are changed by reducing vocabulary lists but increasing the number

of questions to be asked after completing his reading level task. Placing him at the front of the

class instead of next to the window helps him to concentrate on things in the classroom rather

than staring outside. To aid with M.R.'s peer engagement, we have incorporated an initiative. It

can improve decoding abilities by incorporating his peer reading options, reading alone, or

finishing a graphic organizer has encouraged him to develop fluency skills. This would also

further boost his general understanding of reading and decoding ability.

Reflection

Upon finishing my observation and clinical field experience, learning new

techniques and interventions to use in the everyday routines and lesson plans of students brought

to my notice that can benefit students academically and socially when applied appropriately.

Interventions may also help students improve talents that they are unable to master and become

more interested in becoming a good student. From the other side, interventions, though, are not

necessarily the solution. Regardless of saying that we have produced with three students and

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applying the action. I see three high school students formerly failing who are now working to

complete their tasks and are more independently committed to studying. Ms. Clyne and I

observed the student while designing our intervention plans and techniques and analyzed his

work using formal and informal tests to help determine which method of intervention would be

most suited to address the IEP needs of the student. We both realized that the learner could

demonstrate stronger progress with the current intervention plans in place. I soon discovered how

the use of strategies can assist students when properly formulated and applied. I have discovered

that not all initiatives address the problems for which students deal on a regular basis. As

educators, we aspire to fulfill our students' expectations and we want them to excel and feel

proud of themselves. I discovered through this clinical process that even though you believe you

have a good approach, it might not be in the student's best interest. It may be a struggle to

become acquainted with multiple action programs and determine which is most efficient for

students. However, when these initiatives are fully executed, a student's academics in school will

make a huge impact and stick with them throughout their lives.