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• W2336402006 abstract "With the implementation of response to intervention (RTI) in many schools across the United States and Canada, many educators have a renewed focus on intervention and assessment programming for students who struggle with academics. One format to manage interventions is for educators to provide these children with mnemonic-strategy instruction. In this study, mixed methods included experimental design, participatory action research, and arts-based data. Four 4 th - grade struggling writers at a pacific-northwestern US school completed a writing-interest survey, learned the Ask, Reflect, Text (ART) story-writing mnemonic strategy which included the use of art, received story content and quality progress-monitoring scores at selected sessions, and completed a final exit interview about the intervention. All four participants improved with content; improving quality was more of a challenge. Results and implications are discussed. One of the most recent actions of US and Canadian educators and policy makers is the implementation of a new instructional and assessment paradigm for learning disability: response to intervention (RTI; Gresham, 2002; IDEA, 2004). This article represents the results of the employment of intervention programming for four struggling writers as an example of how RTI could unfold in schools and classrooms. The project's school site had not yet formally implemented RTI, but the district had begun planning which resulted in implementation during fall 2011. To develop their understanding of RTI and its implementation, the district asked the author to join their RTI-implementation team which offered him the opportunity to explain RTI. The intent of RTI has two goals (Fuchs, Mock, Morgan, & Young, 2003). First, RTI provides for early and intensive intervention which should: 1) help students who initially struggle but then can improve to grade-level ability, or 2) define which students have low ability and make little or no progress over time (i.e., referred to as a child's having a dual discrepancy) and should be considered for learning-disability classification. Second, general and special education teachers need to interact and collaborate more in addressing the needs of students—i.e., that general education teachers become more involved in the instructional processes of students' intervention programming and assessment practices (Lyon, Fletcher, Shaywitz, Shaywitz, Torgensen, Wood, Schulte, & Olson, 2001). The RTI paradigm consists of three tiers (Haager, Klingner, & Vaughn, 2007; Jimerson, Burns, & VanDerHeyden, 2007). Tier 1 (primary tier) has teachers provide research-based general education programming which helps 80% or more of students demonstrate grade-level ability. Three times per year, the whole class completes short assessments known as universal screening. If less than 80% of students demonstrate mastery, then changes in curriculum, professional development for the teacher, or both should be considered. Children who score in the bottom 25% in these assessments receive tier 2 (secondary) tier instruction from the teacher or an assistant in either publisher-created (e.g., writing components of READ 180; Scholastic, n.d.) or teacher- developed interventions. As intervention programming progresses over time (e.g., in small groups of 1-4 children, 8-12 weeks, 30 minutes per day), the teacher has the children complete periodic assessments once or twice per week to ascertain any change in students' ability. These progress- monitoring assessments would consist of using curriculum materials that are employed in the intervention's day-to-day activities." @default.
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• W2336402006 date "2012-01-01" @default.
• W2336402006 modified "2023-09-27" @default.
• W2336402006 title "Response to intervention: Employing a mnemonic-strategy with art media to help struggling writers" @default.
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