Part 1: Objective: Identify the literacy strengths and needs of a hypothetical student with LLD. • You will need to provide this information. This can be a hypothetical student whose details you make up.

Part 1: Objective: Identify the literacy strengths and needs of a hypothetical student with LLD. • You will need to provide this information. This can be a hypothetical student whose details you make up. Your description of the student should include any known information to drive your decisions in developing an assessment. Include the student’s age, grade, any relevant social history information, information about how student is doing in various aspects of academics (grades/statewide assessments/progress monitoring, teacher’s insight into the student’s performance, interventions attempted by the teacher to date, and any relevant response (or lack thereof) to interventions). Task: • Using information from your text, and articles loaded to your modules for this course, related to assessment for the age of the student you described, develop an assessment plan focusing on phonemic awareness, reading fluency, and comprehension. • Incorporate a wide range of standardized tools and informal assessments discussed in this course to ensure you have developed a comprehensive assessment to thoroughly investigate the above skills and the impact on the student’s academic success. • Provide a detailed justification of the choice of assessment tools, considering cultural and linguistic diversity. Include discussion of what the test assesses, how the skills are assessed, why that is important for the student you described, and how will that information help you determine what is needed for intervention. • Be sure to include APA citations to support your decisions. You may use the text, articles uploaded to the course modules, or information from reputable professional sources such as ASHA. Part 2: Objective: Create a 4-week intervention program. Be creative and think about UDL. Task: • Using the information from the student you described and the information you anticipate gaining from the assessment plan you created, select at least two literacy components (e.g., phonological awareness, vocabulary) to target. • Outline weekly goals, activities, and materials. Goals should be written in SMART format. Activities should be age-appropriate and curriculum relevant to maximize generalization to the classroom. • Incorporate a strategy for progress monitoring (e.g., running records, data collection sheets). This should be appropriate to the type of data that the SLP will collect through these activities. You may also include monitoring of carryover with classroom-based data, but that should not be the sole focus of your progress monitoring. 4. Collaboration Framework Objective: Engage with other professionals and families to support the literacy development of students with LLD. Task: Propose a meeting schedule with teachers, special educators, and families. Describe what may need to be communicated/shared in these meetings. • Develop communication tools (e.g., progress reports, home practice materials). • Include strategies to respect and incorporate cultural and linguistic diversity. Reflection Objective: Reflect on the intervention’s impact and areas for improvement. Task: • Provide a reflection on at least two challenges you may face in implementing the project. Also, provide at least two solutions to overcome the challenges and future recommendations. Project Deliverables: Written Report (10-15 pages, including cover and reference pages. APA 7th edition format is required) (the following sections should be created in the written report) •Assessment Plan •Intervention Framework •Collaboration Strategy •Reflection