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 0 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 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 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 Teachers Perceptions of Response To Intervention written by Heidi Hahn and published by . This book was released on 2012 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Response to Intervention (RTI) is a model that coordinates service delivery within schools and requires teachers to modify their role and responsibilities. This study used a mixed methods approach, including both an online survey and interviews of teachers and administrators, in order to answer the research questions: 1) What are teachers' perceptions of RTI? 2) In what ways does implementation of RTI influence teacher feelings of self-efficacy or burnout? 3) In what ways do teachers' perceptions of RTI differ from other staff in the school district? A majority of teachers surveyed were in full support of RTI, and believed that they are more effective in assisting struggling students improve their academic abilities because of RTI implementation. The findings from the interviews substantiated this finding. However, the survey and interview results demonstrated that teachers face several challenges in implementing RTI, including large class sizes, and lack of funding, time, and training. " -- Abstract, p. 1.
Download or read book Response to Intervention RtI Self efficacy Among Elementary and Middle School General Education Teachers written by and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to Intervention (RtI) integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement. RtI requires that educators collect ongoing information about student progress and provide instruction that aligns with that progress. By providing rigorous interventions prior to students failing and by tracking them as they advance through the grades, students can have successful school careers. A majority of RtI research has been conducted in the elementary grades and while research in middle schools and high schools is emerging, few developments in effective implementations have been made. This study was conducted to address the gap in the educational literature concerning middle school implementation of RtI. More specifically, the purpose of this study was to better understand general middle school teachers' perceptions of RtI implementation by comparing middle school teacher perceptions to elementary school teacher perceptions using the mean scores on the five variables (i.e., universal design for learning, evidence-based literacy, collaboration, data driven decision-making, and implementation of interventions) of the Multi-Tiered Instruction Self-Efficacy Survey (MTISES). A causal-comparative design was used for this study. The statistical analysis of data, using the Mann-Whitney test, determined that no significant differences were found for 9 of the 10 pairwise tests calculated. Significances were only found for the implementation of interventions information variable. This significance indicates that middle school teachers have lower self-efficacy than elementary teachers in using print or web-based resources to implement interventions (such as those used in the Tier process) to small groups and individuals. Because teachers' self-efficacy beliefs are related to the effort teachers invest in teaching, the goals they set, and their persistence when things do not go smoothly, teachers would be less likely to use web-based resources to guide their implementation of intervention to small groups and individuals. Future research should include studies focusing on specific issues within the Tier process that middle school teachers find troublesome. While this research showed concern with intervention implementation, a more descriptive study would assist teacher educators and administrators in developing specific guidelines for implementing small group and individualized interventions in the middle school.
Download or read book Teacher Understanding and Perception of a Response to Intervention Program in a Rural Western North Carolina School District written by Dwight Dean King and published by . This book was released on 2011 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to Intervention, aka Response to Instruction (RtI), is a multi-tiered instructional process designed to provide research-based interventions to struggling learners. It has recently gained increased popularity with the perceived failure of the discrepancy formula model of placing children in special education services and with the recent reauthorization of the Individuals with Disabilities Education Act. Because RtI is just gaining ground in the field of education, limited research regarding teachers' perceptions of the process is available. This research project utilized a mixed-methods approach, combining survey and interview data, to assess teacher understanding and perception of RtI in a rural North Carolina community. Both schools included in the study are currently piloting the RtI process. The results of the study found that even though most teachers seem to have a grasp on the roles and responsibilities associated with RtI, many teachers have substantial concerns regarding the implementation process. Most notably, teachers were concerned with the amount of time that was being dedicated to the RtI process and to the lack of available manpower. Teachers also noted improvements that could be made to improve the implementation process. Teachers specifically identified the importance of strong educational leadership within the school building as a factor in the success or failure of RtI within the schools. [Both schools were elementary schools - - p. 4.]
Download or read book Teachers Sensemaking of a Response to intervention Educational Reform Model written by Neil L. Guthrie and published by . This book was released on 2016 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response-to-Intervention (RTI) is a federal policy designed to reform instruction by using a systemic three tiered model to support all students. Because RTI requires teachers to adapt to new roles and responsibilities, it is important to consider their perceptions. This study examines teachers' sensemaking of RTI utilizing a qualitative case study of one elementary schools implementation. This study employed focus groups, individual interviews, and observations with grade school teachers to investigate how teachers describe and make sense of RTI. Constant comparative analysis revealed three major themes: (a) RTI adoption and understanding of its purpose, (b) RTI implementation and teachers' practices, and (c) RTI resources and barriers. The conclusions were developed from the analysis of these findings through the theoretical framework of Organizational Sensemaking in an effort to explain how teachers made sense of the reform initiative. Teachers believed their professional identity was at stake with the district's adoption of RTI. Veteran teachers collectively believed that RTI was a special education driven reform and it should not involve them in changing their teaching roles. A pivotal factor in the sensemaking process was whether the principal provided time for teachers to make sense together and see connections between the RTI literacy components and their current teaching practices. In the process of making sense of RTI in the context of their school, teachers altered and changed the basic foundations of the state's RTI model. Teachers identified time, lack of staff, and quality professional development as barriers to implementing a Multi-Tier System of Supports consistently and effectively. The implications for school reform include providing RTI initiatives with strong principal leadership and sufficient time for teachers to make sense of the reform efforts.
Download or read book Pyramid Response to Intervention written by Austin Buffum and published by Solution Tree Press. This book was released on 2009-12-01 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Accessible language and compelling stories illustrate how RTI is most effective when built on the Professional Learning Communities at WorkTM process. Written by award-winning educators from successful PLC schools, this book demonstrates how to create three tiers of interventions—from basic to intensive—to address student learning gaps. You will understand what a successful program looks like, and the many reproducible forms and activities will help your team understand how to make RTI work in your school.
Download or read book Making RTI Work written by Wayne Sailor and published by John Wiley & Sons. This book was released on 2009-12-01 with total page 291 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offers best practices for implementing RTI at the school-wide level-to ensure success for all learners Response-to-Intervention is now mandated at schools across the country. While there are a handful of books offering tips on implementation, schools are still struggling to find the best approaches. This book, from a prominent RTI researcher, explains how the most successful schools using RTI manage the process. Sailor offers best practices for implementing RTI not only at the classroom level, but also at the school-wide and district-wide levels, to ensure no student falls through the cracks and schools fulfill the promise of RTI. Offers clear guidance on implementing Response-to-Intervention effectively Reveals the framework used by the most successful schools using RTI Includes information on applying RTI for behavioral problems as well as academic challenges Contains illustrative examples of how the approach is applied at all levels, from individual student to school-wide and district-wide Written by a top researcher in the field of Response-to Intervention
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 Response to Intervention written by Lee-Ellen Pisauro and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to understand the held perception of high school teachers regarding RTI implementation skills. This study explored whether district structure affected teacher implementation of RTI by investigating differences between regional school districts and K-12 school districts. This study also sought to investigate whether the type of certification held by teachers influenced their perceived skills to implement RTI practices. This quantitative study collected data from general education and special education secondary teachers (n = 120) throughout Sussex County, New Jersey. An electronic survey was adapted from the Perception of RTI Skills Survey-Revised from the Florida PS/RTI Statewide Project (Castillo et al., 2016). The survey instrument was distributed via Microsoft Forms, and data were collected anonymously. The data from the survey were analyzed using independent samples t-tests to determine if significant differences exist between the means of two independent groups when measured by dependent variables. The study determined that there were significant differences between general education and special education teachers when it comes to implementing data-based decision-making and academic interventions within the RTI model. The study also found that district structure influenced teachers' perceptions' of RTI procedures. The results of the study may guide school leaders in the development of relevant and meaningful professional development and training for educators at the secondary level. (ProQuest abstract).
Download or read book Teacher Perceptions on Response to Intervention and Instruction written by Tina Giambattista and published by . This book was released on 2017 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teacher perceptions of the Response to Intervention model implemented throughout three school districts in the state of Pennsylvania. Response to Intervention (RTI) emerged as an approach to instruction, to identify and support students who were at risk for school failure. This model was designed to provide effective interventions for students who demonstrated need in the content area of reading. This study was conducted to analyze teacher perceptions of the effectiveness of this intervention model. This research study includes feedback provided from teachers from three suburban school districts, similar in size, in Montgomery County, Pennsylvania. Within each district selected for the study, teachers were selected from two elementary schools to participate in this study. Additionally, the group of teacher participants was randomly selected and included both general and special education teachers. The research instrument used for this qualitative study included a teacher questionnaire that was delivered to the participants through an online survey. The data analyzed in this study provide insight regarding teacher perceptions related to instructional changes in the classrooms as a result of RTI. With the use of the RTI framework, teachers reported successful outcomes by incorporating high quality instruction and frequent progress monitoring. Teachers were able to provide instructional interventions early and relied on assessment data to support instructional decisions. Teachers also reported using multiple levels of intervention and research-validated practices for core instruction in the classroom.
Download or read book General Education and Special Education Teachers Beliefs and Perceptions of Skills for Response to Intervention RTI written by and published by . This book was released on 2012 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: Changes in the No Child Left Behind (NCLB) law and the Individuals with Disabilities Education Act (IDEA) have opened a door to a new outlook on educational services in both general education and special education. Response to Intervention (RTI) is an answer to the changes prescribed in that legislation. RTI is a promising framework for education reform that focuses on tier instructions and prevention of academic failure. The reform will also affect, for example, the way Learning Disabilities are identified, teachers responsibilities and roles in instructional services for students in general education and the melding of special education and general education resources in the provision of instruction at the universal level. However, the decision to implement RTI, like other education reforms, often comes from the top. Teachers' voices -- their opinions -- whether they want the reform or are ready for the changes -- are rarely heard. This study aims to understand teachers' own perceptions of their skills related to implementing RTI and their beliefs about the potential efficacy of the RTI framework. The finding suggested that training may be the leading factor to foster teachers' belief in the RTI framework and their confidence to implement the change.
Download or read book Teacher Perceptions of Response to Intervention for English Learners written by Tiffany Patella McCahill and published by . This book was released on 2014 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help "close the gap" and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers' perceptions and understanding of the RtI process for English learners. Eight elementary general education teachers participated in two interview sessions each to address what general education teachers know about the RtI process for English learners, how teachers report their interpretation of policies and procedures with respect to instruction and assessment of English learners, how teachers feel about their understanding of RtI, and how teachers feel about their understanding of instruction and assessment for English learners. Teacher participants shared their knowledge of the importance of progress monitoring and data collection during the RtI process. Participants reported that progress monitoring and data collection were used to inform instructional decisions for English learners. Participants also provided insight into a shift in teacher accountability related to data collection and progress monitoring. Teacher participants addressed elements of the RtI process: three tiers of RtI, evidence-based interventions, data and data collection, and progress monitoring. Based on teacher responses, teachers monitor student progress, but find some elements of progress monitoring unclear. Participants expressed concern about measuring student progress and the means used to demonstrate growth and to compare struggling students to the performance of peers in the same grade level. The RtI framework includes targeted interventions for struggling students, and participants perceive that RtI helps to identify students with disabilities earlier. Participants reported benefits and drawbacks related to RtI. The participants specifically focused on the collaborative problem solving team as a beneficial support system for teachers navigating the RtI process. Teachers reported perceptions on language acquisition and learning disabilities, adjustment time for English learners, assessments for English learners, parental involvement and experiences, instruction for English learners, and professional development and support for the instruction of English learners.
Download or read book Response to Intervention written by Barbara J. Ehren and published by Editorial Projects in Education. This book was released on 2009 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Some of the most effective schools and school districts are increasing student achievement with the successful implementation of a Response to Intervention (RTI) initiative. RTI pulls all the pieces of the educational puzzle together to help students succeed, and this book can be the key to engaging your team. It will facilitate buy-in and support from school leaders and teachers when used as a book study. It provides a complete understanding of critical concepts, ready-made discussion questions, and examples of implementation at the elementary school, middle school, and high school levels.
Download or read book General Education Teachers Perceptions of Response to Intervention Implementation written by Adhwaa Alahmari and published by . This book was released on 2018 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this interview study was to explore teachers perceptions of Response to Intervention (RtI) implementation in their school. Particularly, the study explored teachers knowledge of RtI, teachers perceptions of RtI tiers intervention/instruction in their school, and teachers suggestions of RtI implementation in their school. The study design was a qualitative interview study and data were collected from the face-to-face interviews with four teachers in one school. Findings revealed that RtI is meant to identify students problems. Positive teachers perceptions of their implementation included: (a) Students who demonstrate progress through RtI, (b) Students who receive special education services, (c) progress monitoring helps to keeps teachers on track. Factors pertaining to social and contextual included: (a) School training, (b) Confidence of RtI practice, (c) Collaboration from school personnel. The following factors lead to a negative perception of the RtI process: (a) Planning is difficult, (b) RtI is confusing, (c) Insufficient time for implementation, (d) Excessive RtI paperwork, and (e) Delay of identification for special education services. The study findings also indicated Teachers suggestions to improve RtI implementation in their school through staff support. The findings from this study have implications for higher education and professional in the field.
Download or read book Response to Intervention and Teachers Perceptions written by Misty Howington Cox and published by . This book was released on 2021 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, causal-comparative study was to assess the perceptions of teachers regarding the Response to Intervention (RTI) initiative and its implementation. Specifically, the researcher was trying to determine (a) if there is a significant difference between the perceptions of general education teachers and those of special education teachers regarding RTI, (b) if there is a significant difference between the perceptions of teachers in the elementary school setting and teachers in the middle school setting, and (c) if there is a significant difference between the perceptions of teachers based on their years of teaching experience. The Bailey-Tarver Survey Instrument was used to gather data on teachers’ perceptions and administered via Survey Monkey. The sample population for the survey included 144 (N=144) certified teachers at the elementary and middle school level in a Northeast Georgia school district. Descriptive statistics and independent samples t tests were used to analyze the data obtained from the survey. The study revealed that there is no significant difference between the perceptions of teachers regarding the RTI process based on area of certification, school setting, or years of teaching experience. Results from this study will help school districts better understand teachers’ perceptions and opinions of the RTI process, and this information can then be used to help improve implementation and maintain the fidelity of the RTI program. Future research should compare the perceptions of teachers across all three school levels, elementary, middle, and high, as well as comparing the roles and perceptions of general education teachers and special education teachers in the RTI/MTSS framework.
