Download or read book An Analysis of Factors Impacting Response to Intervention RTI Tier Assignments for Hispanic Students written by Saul U. Hinojosa and published by . This book was released on 2015 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: Implementing a Response to Intervention (RTI) system within a public school district includes several variables, one of which is identifying the contributing factors that are utilized to determine if a student may require more intense instructional interventions to achieve academic success. In districts with a majority Hispanic student population, RTI may take on an added dimension as it prompts educators to be culturally responsive in their determinations. Student performance is the treasure, which districts measure by way of state mandated assessments; in turn, assessing RTI's effectiveness. The purpose of this study was to identify the factors considered by educators within one school district in the referral and placement of Hispanic students into Tier II and Tier III of Response to Intervention (RTI), and the academic achievement of Hispanic students enrolled in Tier II and Tier III RTI in comparison to peers not enrolled in Tier II or Tier III RTI. This study utilized a concurrent mixed method research design, which involved a survey with both close- and open-ended items distributed to the district's 4th and 5th grade teachers; additionally, a comparative analysis was performed between student scores on two state mandated assessment editions for students enrolled in Tier II RTI compared to those in Tier I. Analysis of the data yielded three emergent themes: The need for ongoing Professional Development; Time; and, Duration of Interventions.

Download or read book Response to Intervention RTI Model and Reading Achievement of Elementary Latino Students written by Vicki Lynn Eversole and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring RTI Reading Intervention for Hispanic English Learning Kindergarten Students in Central Alabama written by Kelly Leah Hill and published by . This book was released on 2013 with total page 347 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addressed issues in implementing RTI Tier II reading intervention in kindergarten classrooms which contained Hispanic students learning English. In addition, the scope of reading progress of Hispanic students learning English was explored. The purpose of this research was to examine the frequency in providing RTI reading interventions and how they were implemented in kindergarten with Hispanic children who are learning English. This study employed an explanatory sequential (Quan/QUAL) mixed methods design (Creswell & Plano Clark, 2011). To address the purpose of the study, the overarching mixed methods question was: What is the frequency of RTI Tier II reading interventions for Hispanic kindergarten English learners and how are they implemented? Other quantitative questions included: What is the frequency of RTI Tier II reading interventions for Hispanic kindergarten English learners? What indicators do teachers use to determine if a student needs RTI Tier II reading interventions? What are the factors in planning and delivering RTI Tier II reading interventions? What indicators are used to determine progress made by a student receiving RTI Tier II reading interventions? The central qualitative question was: How are RTI Tier II reading interventions for Hispanic kindergarten English learners implemented in the classroom setting? Sub-questions included: What role do teachers' beliefs about the reading ability of Hispanic kindergarten English learners play in identifying students and delivering RTI Tier II reading interventions? What criteria are used to identify a student for RTI Tier II reading interventions? How do teachers plan and deliver RTI Tier II reading interventions in the classroom setting? What criteria are used to document and establish progress of a student receiving the RTI Tier II reading interventions? What is the scope of progress of students receiving RTI Tier II reading interventions? The first phase of the study included a quantitative survey for all kindergarten teachers in a school district in central Alabama. The second, qualitative phase, included an in-depth multiple case study analysis of four kindergarten teachers. In addition, assessment results of 12 Hispanic ELL focus students were analyzed. Finally, cross-case analysis was conducted on the teacher case studies and focus students. This study shed light on the instructional practices involving RTI Tier II reading interventions for Hispanic ELLs in kindergarten.

Download or read book The Promise of Response to Intervention written by Todd A. Glover and published by Guilford Press. This book was released on 2010-02-25 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: As response to intervention (RTI) is adopted by increasing numbers of schools and districts, knowledge about "what works" continues to grow. This much-needed book analyzes the key components of RTI service delivery and identifies the characteristics of successful implementation. Critically reviewing the available research, leading authorities describe best practices in multi-tier intervention, assessment, and data-based decision making. Clear-cut recommendations are provided for implementing evidence-based interventions to support students' needs in reading, writing, math, and behavior. A state-of-the-art resource for K–12 practitioners and administrators, the book also will fill a unique niche in graduate-level courses.

Download or read book Elementary Teachers and Principals Reporting of Factors that Impact the Implementation of Response to Intervention written by Paula R. Douglas and published by . This book was released on 2019 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine factors that impact the implementation of Response to Intervention (RTI) as reported by teachers and principals. A non-experimental research survey design was used. Section one and two of the survey consisted of demographic information. Section three consisted of the research questions. The five components of RTI (universal screening, tiered instruction, scientific based instruction, progress monitoring, and data analysis) were the independent variables in this study. The dependent variables in this study were the factors (knowledge, implementation, materials, and time) that impact the implementation of the RTI process on campus. The participants were asked about their levels of knowledge, level of campus implementation, availability of materials, and the amount of time needed to effectively implement the components of RTI, universal screening, tiered instruction, scientific based instruction, progress monitoring, and data analysis. The sample for the study consisted of 29 elementary teachers and 15 elementary principals in a North Central Texas urban school district. Findings from the study indicated that teachers’ overall level of knowledge, level of campus implementation, and materials of universal screening, tiered instruction, scientific based instruction, progress monitoring, and data analysis were slightly less in comparison to principals. Overall, both teachers and principals reported having less time to implement universal screening, tiered instruction, scientific based instruction, progress monitoring, and data analysis. Additional data indicated teachers and principals were most confident in data analysis implementation and least confident in scientific based instruction.

Download or read book The Impact of Response to Intervention RTI Program on 6th Grade Math Common Assessments and STAR Math Assessments written by Brian Webster and published by . This book was released on 2014 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the impact of Response to Intervention (RTI) on math common assessment scores and STAR math assessment scores of sixth grade students in a suburban Kansas City middle school. The purpose of this study was to determine if there was a significant difference in assessment scores of students who received tier 2 RTI intervention compared to those who received tier 1 interventions. The three groups involved in this study were students who received tier 2 interventions, students who received tier 1 interventions, and students who did not receive interventions. The study also looked to determine if there is significant difference in assessment scores of students who receive tier 2 intervention compared to those students who do not need interventions. Data was collected from math common assessment scores and STAR math assessment from the fall 2013 semester. An Analysis of Variance (ANOVA) was used to analyze the test scores of the three groups. The study showed a significant difference in assessment scores; however, the results were mixed from the math common assessments and the STAR math assessment. The researcher recommends that further study be continued covering RTI interventions in mathematics in sixth grade mathematics.

Download or read book Qualitative Analysis of Tier 3 Response to Intervention Implementation in Schools written by Tracy Lynn Mayne and published by . This book was released on 2012 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of the present study was to investigate whether or not school districts that employ school psychologists who have been trained to use the RTI model are currently using RTI practices to identify students in need of intervention or as part of the disability determination process. Specifically, the use of Tier 3 case studies as part of the disability determination process was explored. Several factors were identified as obstacles or factors supporting RTI implementation, including administrator support, teacher support, professional development and training for staff, and having procedures in place for intervention implementation and data collection.

Download or read book Factors that Impact Teachers Perceptions of the Response to Intervention RtI School wide Reform Initiative written by and published by . This book was released on 2015 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the course of their careers, educators experience constant innovation and school reform (Hargreaves, 2005). Although teachers' perceptions of school-based reform initiatives significantly influence their interest and willingness to implement new practices (Reimers et al., 1987), teachers' perspectives are rarely examined or considered before, during, or after implementation of reform initiatives (Nielsen et al., 2008; Shirley & Hargreaves, 2006). By understanding the connection between teacher variables and their perceptions of reform, schools will be better equipped to address and overcome participation barriers, implement reform with integrity, and enhance the achievement of all students. This study sought to examine the influence of four factors - congruent teaching philosophy, teacher self-efficacy beliefs, amount of teaching experience, and characteristics and evidence-based components of professional development (PD) - on perceptions of the response-to-intervention (RtI) school-wide reform initiative among 209 elementary (Grades 4K-5) general and special education teachers. Study findings indicated that congruent teaching philosophy, general personal efficacy beliefs, personal efficacy beliefs related to RtI, and PD were significantly associated with teachers' perceptions of RtI. Furthermore, the effect of PD on teachers' perceptions of RtI was found to be partially mediated through teachers' personal efficacy beliefs related to RtI. The current study sheds light on the nature of PD currently being offered in schools on RtI and discusses implications for systems change and future research.

Download or read book The Impact of Interventions on Struggling Students Utilizing a Response to Intervention Model written by Robert Lawrence Maxwell and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this action research study was: (a) to explore the relationship of student achievement in reading employing the Woodcock Interpretation and Instructional Interventions Program (WIIIP) within the Response to Intervention (RTI) model (b) to examine the relationship between the WIIIP and the rate of progress of four students who participated in Reading Mastery, one student who participated in Corrective Reading, and one student who participated in both Reading Mastery and Corrective Reading and (c) to determine if staff involved in the intervention process believe the WIIIP data program interventions impacted the rate of progress for each student.

Download or read book The Relationship Between Teachers Perceptions of Response to Intervention RTI Implementation Factors and Self reported RTI Implementation Efforts written by Kim Jones and published by . This book was released on 2016 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to Intervention (RTI) is an educational reform effort that is being implemented across the nation. Considering that the systematic implementation of the RTI process requires organizational change, teachers may be hesitant or resistant to engage in the change process. This study organizes the potential barriers of RTI implementation into the RTI implementation factors of vision, professional development, professional support, and time resources. This quantitative study explored the relationship between teachers’ perceptions of these RTI implementation factors and teachers’ self-reported RTI implementation in their classrooms. The survey results came from 553 elementary school teachers across the state of Utah (30% response rate). An analysis of the data showed that there is an impact of teachers’ perceptions of RTI implementation factors on their self-reported RTI implementation efforts. There were significant relationships between teachers’ perceptions of vision (p

Download or read book Handbook of Response to Intervention written by Shane R. Jimerson and published by Springer. This book was released on 2015-09-21 with total page 737 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Second Edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars and scientist-practitioners to provide a highly usable guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students’ reading, writing, oral, and math skills. New and revised chapters explore crucial issues, define key concepts, identify topics warranting further study, and address real-world questions regarding implementation. Key topics include: Scientific foundations of RTI Psychometric measurement within RTI RTI and social behavior skills The role of consultation in RTI Monitoring response to supplemental services Using technology to facilitate RTI RTI and transition planning Lessons learned from RTI programs around the country The Second Edition of the Handbook of Response to Intervention is an essential resource for researchers, graduate students, and professionals/scientist-practitioners in child and school psychology, special and general education, social work and counseling, and educational policy and politics.

Download or read book Response to Intervention written by Douglas Fuchs and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leading experts in literacy and special education describe a three-tier approach that begins with effective instruction for all children, moves to preventive tutoring through a variety of approaches, and concludes with a reformed conceptualization of special education.

Download or read book Models for Implementing Response to Intervention written by Edward S. Shapiro and published by Guilford Press. This book was released on 2011-01-25 with total page 433 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the implementation of three empirically supported response-to-intervention (RTI) models in four different school districts. The book addresses the complexity of putting RTI into place in the elementary grades, showing how the process actually took place and what impact it had on school climates and student learning and behavior. --from publisher description

Download or read book Multicultural Principles for Head Start Programs written by and published by . This book was released on 1992 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-08 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Minority Students in Special and Gifted Education written by National Research Council and published by National Academies Press. This book was released on 2002-08-30 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.

Download or read book Teaching Students With High Incidence Disabilities written by Mary Anne Prater and published by SAGE Publications. This book was released on 2016-12-29 with total page 984 pages. Available in PDF, EPUB and Kindle. Book excerpt: To ensure that all students receive quality instruction, Teaching Students with High-Incidence Disabilities prepares preservice teachers to teach students with learning disabilities, emotional behavioral disorders, intellectual disabilities, attention deficit hyperactivity, and high functioning autism. It also serves as a reference for those who have already received formal preparation in how to teach special needs students. Focusing on research-based instructional strategies, Mary Anne Prater gives explicit instructions and includes models throughout in the form of scripted lesson plans. The book also has a broad emphasis on diversity, with a section in each chapter devoted to exploring how instructional strategies can be modified to accommodate diverse exceptional students. Real-world classrooms are brought into focus using teacher tips, embedded case studies, and technology spotlights to enhance student learning.