<br />
School-Based Mindfulness<br />
Interventions within a<br />
Response to Intervention<br />
Framework<br />
Alexandra Bluell, BA,<br />
SSP (Specialist in School Psychology)<br />
ACADEMIC AND SOCIAL-EMOTIONAL LEARNING STANDARDS<br />
Public education is continually evolving to best meet the<br />
academic and social-emotional needs of an increasingly<br />
diverse student population. A major driving force for<br />
this change is the No Child Left Behind Act (2001), which<br />
holds schools and teachers accountable for student<br />
performance on standardized tests in reading, math,<br />
and science.1 In order to academically prepare students<br />
for these high-stakes tests, 43 states have adopted<br />
the Common Core Standards.* These standards hold<br />
students to a high level of performance in language<br />
arts and math that is designed to prepare them for<br />
career and college readiness.2 While the Common<br />
Core Standards provide a univer<a title="School-based Mindfulness Interventions within a Response to Intervention Framework page 1" href="http://viewer.zmags.com/publication/5c1f6327?page=1"> School-Based Mindfulness Interventions within a R</a>
<a title="School-based Mindfulness Interventions within a Response to Intervention Framework page 2" href="http://viewer.zmags.com/publication/5c1f6327?page=2"> ACADEMIC AND SOCIAL-EMOTIONAL LEARNING STANDARDS </a>
<a title="School-based Mindfulness Interventions within a Response to Intervention Framework page 3" href="http://viewer.zmags.com/publication/5c1f6327?page=3"> While one in five children or adolescents will at </a>
<a title="School-based Mindfulness Interventions within a Response to Intervention Framework page 4" href="http://viewer.zmags.com/publication/5c1f6327?page=4"> While this example highlights the importance of u</a>
<a title="School-based Mindfulness Interventions within a Response to Intervention Framework page 5" href="http://viewer.zmags.com/publication/5c1f6327?page=5"> A number of established curriculums exist to prom</a>
<a title="School-based Mindfulness Interventions within a Response to Intervention Framework page 6" href="http://viewer.zmags.com/publication/5c1f6327?page=6"> CASE STUDIES The following case studies demonstr</a>
<a title="School-based Mindfulness Interventions within a Response to Intervention Framework page 7" href="http://viewer.zmags.com/publication/5c1f6327?page=7"> average teacher rating was 4.6, indicating a stro</a>
<a title="School-based Mindfulness Interventions within a Response to Intervention Framework page 8" href="http://viewer.zmags.com/publication/5c1f6327?page=8"> for themselves than students in the intervention </a>
<a title="School-based Mindfulness Interventions within a Response to Intervention Framework page 9" href="http://viewer.zmags.com/publication/5c1f6327?page=9"> The results of the study indicated that participa</a>
<a title="School-based Mindfulness Interventions within a Response to Intervention Framework page 10" href="http://viewer.zmags.com/publication/5c1f6327?page=10"> GLOSSARY OF KEY TERMS Social-Emotional Learning:</a>
<a title="School-based Mindfulness Interventions within a Response to Intervention Framework page 11" href="http://viewer.zmags.com/publication/5c1f6327?page=11"> REFERENCES 1. U.S. Department of Education. (2</a>
<a title="School-based Mindfulness Interventions within a Response to Intervention Framework page 12" href="http://viewer.zmags.com/publication/5c1f6327?page=12"> 19. RTI Action Network: A Program of the Nationa</a>