Chat with us, powered by LiveChat Review the data tables on page 2. Identify which standards of the FAST assessment phonological awareness data show that this student needs a 1:1 PA intervention. Make sure you - Writingforyou

Review the data tables on page 2. Identify which standards of the FAST assessment phonological awareness data show that this student needs a 1:1 PA intervention. Make sure you

 Review the data tables on page 2. Identify which standards of the FAST assessment phonological awareness data show that this student needs a 1:1 PA intervention. Make sure your rationale is based on the data provided and your knowledge of phonological awareness development. 

Elementary and Secondary Component 3

PreK/Kindergarten: Activity 1: Case Study Record Form

Your Name:

Date:

Grade(s) You Teach:

Data Analysis Instructions:

Using the diagnostic model, review the Kindergarten Case Study data in the tables below from the PM 1 FAST Assessment that was administered during the Fall progress monitoring window.

· Step One: Review the FAST data to determine if the student will need a 1:1 intervention.

· Step Two: Identify the area where intervention will begin. 

· Step Three: Review the phonological awareness data to prioritize which benchmark would be appropriate for a 1:1 PA intervention.

· Step Four: Answer the Questions for Reflection below.

Diagram  Description automatically generated

FAST Progress Monitoring Data

State Mastery Benchmarks Report – Strand Level 

B.E.S.T. Strands & Benchmarks

Print Concepts

ELA.K.F.1.1

Benchmarks a-g

Phonological Awareness 

ELA.K.F.1.2

Benchmarks a-f

Fluency 

ELA.K.F.1.4

Phonics & Word Analysis

ELA.K.F.1.3

Benchmarks a-c

Student 9

Developing

Beginning

Beginning

Beginning

State Mastery Benchmarks Report – Benchmark Level 

B.E.S.T. Strand & Benchmarks

Phonological Awareness

ELA.K.F.1.2

Benchmark a.

Blend and segment syllables in spoken words.

Benchmark b.

Identify and produce alliterative and rhyming words.

Benchmark c.

Blend and segment onset and rimes of single-syllable words.

Benchmark d. 

Identify the initial, medial, and final sound of spoken words.

Benchmark e.

Add or delete phonemes at the beginning or end of a spoken word and say the resulting word.

Benchmark f.

Segment and blend phonemes in single-syllable spoken words.

Student 9

Developing

Developing

Developing

Developing

Beginning

Beginning

Questions for Reflection

1. Review the data tables on page 2. Identify which standards of the FAST assessment phonological awareness data show that this student needs a 1:1 PA intervention. Make sure your rationale is based on the data provided and your knowledge of phonological awareness development.

2. Use the data tables above to select a benchmark that you would address with this student and write the benchmark below. In Activity 2, you will write an intervention plan based on the benchmark that you select for this question.

3. What benchmark did you choose and why? 

· Explain your rationale for selecting this benchmark (the skill you identified, and why you would address it with this student). 

· Why is developing this benchmark necessary for this student’s reading development? 

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