The first week of implementation of interventions with the treatment group went smoothly; however, the last couple of weeks have been hit or miss. I see my group at 1:00pm each day and this time tends to be when students are being pulled for intervention assessments, the class is having a popcorn party, or some other activity. Consequently, I have missed a few of the sessions and had to change the schedule of implementation. I acknowledge that this must be included in the final write up of the action research project to provide sufficient information about the implementation of the strategies. Following the first missed session, I realized that using the attendance record that I created initially was longer accurate. This chart (see attached, Participant Attendance Sheet) was broken down by the days of the week to ensure the correct rotation of the Friday sessions; however, there was no room for adjustments. I found myself becoming confused about which group I needed to see when looking at the disorganized sheet and redesigned it based on session number [see attached, Participant Attendance Sheet (Revised)]. This change in scheduling has put the timeline for the research project off by a few days. The change in timeline will affect the quality of analysis of post test and qualitative data due to less time allotted.
Trends and Points of interest include:
· Missed sessions may negatively impact the effectiveness of the instructional strategies being used in the project. This will need to be noted in the project itself and be addressed in the changes to methodology and research design.
· Creation of a more efficient attendance record will allow for saving in time and instruction.
· Students are becoming more fluent with the multisensory strategies and are engaging in the strategies independently when writing words and sentences.
· Around half of participants continue to need prompts when editing to remind them of the meaning of each mnemonic and the procedure for editing sentences, even when provided with the visual. This may need to be addressed in through more effective visual prompts or initial instruction.
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