TASK Assessment 2 Components E-G NOTE: Students will meet online with the Subject Coordinator/WPL Mentor during placement. Post the last day of placement, students have 3 weeks to submit Components E-G (hence, variable due date). Component E: Acting Phase (500 words non-restrictive) Research-based strategies will be implemented to achieve the specified learning objectives for the focus student. Task: Discuss strategies and actions you will employ to achieve the IEP objectives set. You may utilize explicit strategies from the direct instruction framework or collaborative strategies from the cooperative learning literature. Choose strategies MOST SUITED to the stage of learning (acquisition, maintenance, fluency or generalization) for your case study student. Specify how many times you would employ these strategies in a week and specify allocated time for each session. The details need to cover be in a schedule type format and provide description of the targeted intervention activities for both learning and behaviour. You may like to complete this in a table format. Additional material may be placed into the Appendix. Example of tables/schedules will be provided during online Zoom meetings; as well as much discussion in terms of evidence-based, targeted intervention instructional methods. Component F: Collecting Evidence (300 words non-restrictive) You will be able to determine progress made towards established objectives by collecting evidence pre and post intervention. Task: Discuss how you have collected (or you will collect) evidence regarding student progress towards the IEP targets. Record data and include completed sheets in your appendix section (clearly label). At this point you are not required to evaluate student performance. Simply present the data. You may like to complete this in a table format. Include samples of these methods containing completed pre, during, post data pertaining to the students aspects of difficulty in your assignment and the intervention/s supplied. Provide samples of data/information in the Appendix. Example of tables will be provided during online Zoom meetings; as well as much discussion in terms of reliable/evidence-based assessment methods. Component G: Reflection (300 words non-restrictive ) To promote reflection on the cyclical nature of the action research process. Specifically, to promote problem solving around student learning and future planning for instruction. Task: Reflect on results to date and propose an outline for the following cycle within the action research framework. Consider creating longer term goals if progress has been satisfactory through the first cycle of the action research process. If programs and/or interventions have not proven effective as a result of the first cycle of the process, you may wish to revisit the Reconnaissance and Acting phases to further tweak and refine your intervention to better meet student needs and recreate short term SMART goals. Briefly explain the Acting phase for the next cycle and any additional formative data tools that you may need to include to collect informative data. Consider: ?links between conclusions and assessment data were evident, ?links to the next cycle of the action research cycle were sensible and achievable in light of the first phase of the cycle, ?content reflected own experience in the field, and content reflected ideas to come from the subject readings. Submit 3 weeks after your final date of AR; date to be organised as part of a meeting with your WPL Mentor.

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Assessment-2-....docx