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Teacher Perceptions Of The Effectiveness Of The Response To Intervention Framework With English Learners, Donna Stapleton

Electronic Theses and Dissertations

The purpose of this qualitative case study was to examine teacher perceptions of the effectiveness of the Response to Intervention (RtI) framework with students who are acquiring English as a second language.

Students from culturally and linguistically diverse backgrounds have been disproportionately represented in special education programs for decades (Artiles & Trent, 1994; Donovan & Cross, 2002; Heller, Holtzman, & Messick, 1982). Legislators responsible for the authorization of the Individuals with Disabilities Improvement Act in 2004 (IDEIA 2004) allowed state education leaders the option to use RtI as an alternative identification method. RtI was believed to be a framework through …

The Reading Intervention Program Making Connections Intervention And Tennessee Comprehensive Assessment Program Scores In One East Tennessee School District, Jami H. Corwin

Electronic Theses and Dissertations

The purpose of this quantitative study was to examine the relationship between the reading intervention program Making Connections Intervention (MCI) and pre-intervention and post- intervention Tennessee Comprehensive Assessment Program (TCAP) reading scaled scores in one East Tennessee school district. Participants included 99 Tennessee students in grade levels six through nine who received reading intervention instruction through MCI and were frequently monitored following the requirements stipulated in the Tennessee Response to Instruction and Intervention (RTI2) Framework. This study assessed pre- and post-intervention data specific to gender, special education classification, Title I classification, and instructor classification through a series of t-tests. Findings …

Student Achievement In Response To Intervention Groups, Allison L. Gardenhour

Electronic Theses and Dissertations

The purpose of this study was to identify components of Response to Intervention (RTI) groups associated with increased student growth on progress monitoring tests. The relationship between student growth scores and fidelity of implementation scores, types of groups, types of interventionists, group setting, group time, and various demographic groups were examined. Seven hundred fifteen students enrolled in reading and math groups in an RTI program at 8 schools in an Upper East Tennessee school system participated in this study. Ten research questions and null hypotheses were analyzed using Pearson correlations, independent t tests, and one-way Analyses of Variance. Results indicated …

Identification Of Specific Learning Disabilities: Georgia School Psychologists' Perceptions, Marie T. Underwood

Electronic Theses and Dissertations

An on-line survey was conducted to investigate the assessment practices and perceptions of 366 practicing school psychologist in the state of Georgia concerning various operational components, and the use of RTI when determining SLD eligibility. Results were analyzed using ordinal logistic regression to determine if psychologists’ perceptions could be predicted based on various explanatory variables. Results revealed that a little over half of the respondents preferred assessment of cognitive processing deficits evidenced through patterns of strengths and weaknesses for establishing SLD classification; while well over two-thirds continue to also value analysis of cognitive ability (IQ) scores. Psychologists’ assessment practices were …

Predicting Performance On The Tennessee Comprehensive Assessment For Reading For Third Graders Using Reading Curriculum Based Measures, Robert S. Kirkham

Electronic Theses and Dissertations

Despite flexibility waivers granted to states by the United States Department of Education from some provisions of the No Child Left Behind Act, our nation’s public schools continue to struggle to improve reading proficiency as measured by high stakes assessments. To reach state targets for reading proficiency schools must use data at the earliest point possible to inform instructional strategies and identify students at risk of failure. The response to intervention model holds promise for improving reading outcomes particularly for early elementary students.

The effective use of reading curriculum based measures (R-CBM) to determine if instruction is adequate to produce …

Teachers' Perceptions Of Implementing Response To Intervention In Meeting Academic Needs Of At-Risk Students In Kindergarten Through Second Grade., Tammy Conchita Valentine

Electronic Theses and Dissertations

The passage of the Individuals with Disabilities Education Improvement Act (2004) increased educators' awareness of Response to Intervention (RTI) as a means of providing high-quality instruction and interventions matched to student needs. The challenges that came with RTI were meeting every student's need, implementing scientific research-based interventions, and expecting mastery of grade-level standards.

The purpose of this study was to create a foundation of knowledge through exploratory case study interviews in 4 rural school districts in East Tennessee. All participants were certified teachers of kindergarten, 1st grade, or 2nd grade students. The guided interview approach was used to identify teachers' …