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Early childhood teachers will have students with a variety of skill levels and behavioral needs in the classroom. Using data gathered from observations and other assessments allows teachers to appropriately provide interventions, sometimes in the form of RTI or MTSS, to meet the individual needs of all students.
Reflect on the creation of the visual representation of your ideal classroom in the “Creating Positive Environments: Motivation and Intervention” assignment as well as your observations during Clinical Field Experiences A and B. Based on your experiences, compose a 750-1,000 word narrative that includes:
A Universal Design for Learning (UDL) strategy to be used specific to each classroom space.
A description of how data collection will drive changes in each classroom space.
A description of interventions, for all three RTI tiers, for each classroom space.
A description of motivational and instructional interventions that can teach young children how to adapt to the classroom environment.
Support your choices citing this week’s readings and 2-3 additional scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Attachments:
6450376_1_Rubric-Print-Format–14-.xlsx
6450376_2_Sophia-Richardson-ECS-320-Motivation-Strategies-and-Interventions.docx

What types of UDL strategies do you see being implemented in your practicum classroom (Early childhood education)? Do you find them to be effective? Do these strategies allow young students to adapt to the classroom environment? Provide a detailed, but concise explanation. Min 40 words or more

Tier 1 is the whole class in t he room with the general education teacher. The students can work in small groups within the classroom Students abilities are tracked through class participation, class work, tests and homework.
Tier 2 Is when the student is pulled out of the classroom to receive small group interventions. The student will go to a different room a couple of times a week to be able to work on lessons that are on their level. This student will not work on the same lessons as the class depending on the subject they are getting intervention in. If its reading then the student will not participate in anything ELA with their class but will do so in RTI.
Tier 3 is when the other two tiers are not helping the student. This is when the student is in an even smaller group or maybe even one on one with a special education setting. This can be an inclusion classroom or in the general education setting having a paraprofessional there to assist only that student throughout the day. The student will go out of the room still for interventions such as speech, ELA or math help.
From being in the classroom I have seen a few students who were on different levels the teacher would teach a lesson and give the students readings that were on their level. This one lesson was on complicated machines and the teacher had small books printed out for the students. The group that were on level got the book that had vocabulary words highlighted along with more complex sentences. Min 40 words or more

The only two UDL strategies I have observed and am aware of in the kindergarten classroom I am performing my practicum in is a flexible setup and the student’s grades being used to reinforce their goals and not just their performance. Although the primary set up is fixed, my mentor does have flex-spaces for student’s independent needs throughout the classroom. Unfortunately, not as much as she has in years previous because due to COVID our district has applied stricter guidelines with regards to both primary seating and flex-seating arrangement. With regards to her student’s grades, and once again, due to COVID, it has unfortunately caused her students to show significant academic delays as at the beginning of the school year was virtual learning and many students did not return to in-person learning until January, so academics did suffer greatly. As with many other educators, it has been a struggle for her to get her students up to the level of academic performance of where they should be this time of the year.
There are a couple UDL’s that Understood references that I would like to observe and will need to reach out to other educators to see if they do incorporate these UDL’s into their classroom. They include their teaching techniques focusing on what is taught and how, how they make accommodations for all of their students, not just those with IEP’s or 504 plans, working with individual students to determine how the students will learn the material to meet their learning goals, and other ways a student can show what they know by completing the same assignment as their peers, only in a different format. comment as you see fit min 40 words or more

Observe an early childhood classroom that includes children with exceptionalities, paying attention to Response to Intervention or multi-tier system of supports.
Resource links: 25:39 RTI Math Lesson-https://youtu.be/aiFpVk2JjWo
58:22 Data Collection Practices, Behavioral Interventions for Individuals and Groups-
https://youtu.be/mgppBHckrZ4 3:34 How does teacher use of student assessment data change instructional practice?-https://youtu.be/ziky7Br8PtY 5:13 How To Use Data To Make Effective Instructional Decisions-https://youtu.be/AKyMOYVCbag 4:47 Using Data to Support Teacher and Student Growth-https://youtu.be/PhMkqjbiSaA 6:23 Data-Driven Instructional Decision Making-https://youtu.be/PU5_LYN_-ls 8:42 Using Data to Make Decisions Tier 1-https://youtu.be/4KEymPlIwaQ 9:46 Using Data to Make Decisions – Tier 2 (COST)-https://youtu.be/yrshiILEQDA 10:38 Using Tier 3 Data to Make Decisions-https://youtu.be/psRgHPtl-XE 11:39 What do I do after I collect student data? | Progress Monitoring with Mrs. D-https://youtu.be/yTDwvV3C96M
With at least one of the identified students, work with him or her using the intervention strategies the mentor teacher has in place.
In reviewing your observations with your mentor teacher, ask to see examples of RTI data. Discuss the following:
How he or she collects and uses data to make instructional decisions.
How he or she has made improvements in data collection and intervention processes.
How assessment results can be used in the development and implementation of individualized plans.
Why that intervention was chosen for the selected students.
In any remaining field experience hours, assist the teacher in providing instruction and support to the class.
In 250-500 words, summarize and reflect upon your observations and consider whether you liked the way that your mentor teacher collects, records, and stores data. Explain why and how you would do those tasks differently. Discuss whether or not you feel the intervention you implemented with the identified student was effective. What suggestions, if any, do you have for improving learning outcomes for the identified student?
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Submit this assignment to your instructor in LoudCloud by the end of the topic.
Attachments:
6450395_1_Rubric-Print-Format–15-.xlsx