Education Commons^™

Helping Children Overcome Reading Difficulties Using Response To Intervention, Corinne M. Sannino

Theses and Dissertations

The purpose of this qualitative study was to determine if Argryis and Schon's (1974) Theory-of-Action framework could be used as a viable professional development tool to improve teachers' professional practices when providing Tier II literacy interventions within the context of a Response to Intervention (RTI) program in an elementary school. This multicase study sought to understand more deeply the espoused beliefs and theories-in-use of four elementary literacy interventionists' when delivering intensive literacy interventions to students not reading on grade level within the context of the RTI program by using semi-structured interviews, collection of student work, and classroom observations. Discrepancies were …

Teachers’ Perceptions Of Effective Student Support Systems By Availability Of Student Support Facilitators, Marsha Joyce-Tatum

Doctoral Dissertations and Projects

Student support systems are designed to improve struggling students’ performance and should be used by general and special education teachers. The purpose of this study was to examine teachers’ perceptions of student support system frameworks in a rural school district in a Mid-Atlantic state with a full-time or part-time student support facilitator. This study will provide educational leaders with information on teachers’ perceptions concerning student support systems, in order to support creation of improved staff development efforts that will influence effective teacher use of student support systems. Teachers’ perceptions of their training, special education eligibility, and framework weaknesses in student …

Implementation Of Response To Intervention (Rti) And A Multi-Tiered System Of Support (Mtss): A Case Study Examination Of One School District In Minnesota, Jean Duffy

Culminating Projects in Education Administration and Leadership

The study examined implementation of a Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) framework in a one school district in Minnesota in November and December 2017. The purpose of the study was to examine how policies, procedures, and implementation strategies created the conditions that resulted in implementation of an MTSS and replacement of the IQ-achievement discrepancy with an RTI measure in a comprehensive special education evaluation for specific learning disability (SLD).

Findings revealed the importance of establishing an RTI/MTSS framework at the school district level and the use of implementation science to build a coordinated and aligned …

The Impact Of Alternative Education: A Summative Evaluation Of The Achieve Program, Cathleen Bendicsen

Scholar Week 2016 - present

The consequences of dropping out of high school greatly impact both the individual student and society as a whole. Alternative education programs are designed to meet the needs of students who have struggled in the traditional setting and help prevent them from dropping out. This study sought to evaluate the effectiveness of one alternative program housed within a large Midwestern suburban comprehensive high school and to contribute to the limited research on alternative education program effectiveness using student outcome data. The researcher conducted a quantitative quasi-experimental study to compare the differences in student outcome data (GPA, attendance, office discipline referrals, …

Re-Imagining Rti: Creating A Multi-Tiered Support System For At-Risk Secondary Students, Molly A. Ferryman

National Youth Advocacy and Resilience Conference

This presentation will address how schools can develop and implement a successful Response to Intervention (RTI) model for Youth-At-Risk. Participants will learn how to establish buy-in for their developing RTI programs, implement a system of universal screening, incorporate research-based interventions in their Tier I and Tier 2 classrooms and use progress monitoring to ensure that students are responding successfully to intervention.

Response To Intervention Program Implementation In A Suburban Elementary School Setting, Danielle M. Kovach

Walden Dissertations and Doctoral Studies

Response to Intervention (RTI) programs are designed to support students at risk of failing in school due to academic or behavioral problems. When RTI programs are applied inconsistently due to teachers' resources or knowledge, students may be wrongly identified for special education services. The purpose of this qualitative bounded descriptive case study was to explore K-4 general education teachers' experiences with RTI program implementation and the extent teachers used the RTI program in their classrooms. This study was guided by Gagné's conditions of learning theory. A purposeful sampling of 10 K-4 general education teachers, who taught an RTI program, volunteered …

Response To Intervention Implementation And Special Education Eligibility In Rural Wisconsin Schools, Jessica Golburg

Walden Dissertations and Doctoral Studies

The purpose of this quantitative study was to investigate differences among special education enrollments for specific learning disabilities (SLD) and other disabilities within districts using school-wide response to intervention (RTI). Differences between rural and suburban school districts during the phases of the insufficient criterion rollout for SLD identification were explored as were environmental factors' impact on RTI implementation. Systems theory framed how concerns in rural districts impact the ability to use RTI data for special education enrollment. The research questions examined prevalence rates of SLD and other disabilities, compared RTI implementation fidelity in rural and suburban districts, and explored environmental …

Teachers' Perceptions Of The Use Of Individualized Differentiated Instruction In Planning, Teaching, And Professional Responsibilities, Hope D. Wright

Walden Dissertations and Doctoral Studies

Only 4% of the teachers at a southeastern grade school met the differentiated instruction standard in the state's teacher evaluation system. A qualitative case study design was used to examine elementary (K-5) teachers' perceptions of individualized differentiated instruction as it relates to planning and preparation, and teaching and professional responsibilities at one school in a southeastern state. Individualized differentiated instruction is altering instruction to fit students' needs; teachers who lack individualized differentiated instruction skills do not meet students' specific instructional needs. Danielson's framework for teaching guided this study. The sample consisted of 12 regular education, reading or math teachers in …

Rate Of Growth In Spanish-Speaking English Language Learners Receiving Intervention Through Multitiered Systems Of Support, Diana Gilbert

University of the Pacific Theses and Dissertations

Spanish-speaking English language learners (ELLs) encounter challenges in successfully navigating through the United States educational system. With state and federal laws adding to ELLs’ already lower educational outcomes than that of their English-only peers through a reduction of primary language supports and requirement of high stakes testing, consideration is warranted into the evidence-based interventions aimed to support and promote ELLs’ academic success. Within a tiered Response to Intervention (RTI) model, ELLs’ progress can be examined to determine when they demonstrate the need for additional targeted intervention or even referral for special education assessment. Understanding this progress begins by analyzing ELLs’ …

Implementation Of A Response To Intervention Block, Amy Roberts Mcglohorn

Theses and Dissertations

The location of this study is Bulldog Elementary School (BES) (pseudonym) in Suburban School District (SSD) (pseudonym). According to the Read to Succeed Act (2016), students must read on grade level by the end of third grade. Therefore, the students reading achievement level is the problem of practice. This action research study describes the impact of the Response to Intervention (RtI) model within an instructional framework for English Language Arts (ELA) in an elementary level classroom and its impact on student growth in reading by reviewing student universal screening assessment data and progress monitoring using a pre-test/post-test model as well …

The Use Of Response To Intervention With English Learners, Anna Burnley

ECTESOL Review

RTIs assist teachers in adjusting instruction to support ELs in acquiring English and content-area knowledge and learning behaviors. The use of RTIs with ELs can supplement support for ELs as an integrated concept of the sheltered instruction (SI) commonly provided for this student population.

Evaluating A Reading Response To Intervention Model: A Case Study Of Elementary Educators, Jeremy Brumfield

Doctoral Dissertations and Projects

This case study sought to explore the perceptions of classroom teachers and an instructional support team regarding the effectiveness of an established reading Response to Intervention model. It compared the perceptions of both groups regarding the model’s effectiveness, focusing on its strengths and weaknesses. The similarities and differences between the two participant groups’ perceptions that emerged from the individual interviews and focus groups were identified and discussed. This research also compared the perceptions of the participants to the success rates of students in the school in terms of the Response to Intervention measures of reading and standardized student achievement on …