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 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 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 Effects of Strategically Designed Professional Development Experiences on Teacher Perceptions of Response to Interventions Tier 1 Instructional Strategies written by Marie Anderson-Smolinski and published by . This book was released on 2015 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to determine the effects of strategically designed professional development experiences on teacher perceptions of use of tier 1 response to intervention instructional strategies. This study was motivated by recent changes in course offerings in a general education Language Arts Department at a high school. Staff members from the English Language Arts Department along with the Special Education Department collaborated to address how to effectively meet the needs of a more heterogeneous mix of students in their general education classrooms. Pre and post surveys were used to collect quantitative data to strategically design, administer, and evaluate the effects professional development experiences to general and special education teachers. Based on the results of these baseline surveys and conversations with both special and general education teachers, the tier 1 instructional strategies of co-teaching in the inclusionary setting and differentiation were identified as essential strategies to improve to meet the needs of all students. Following the professional development experiences, the post survey was used to analyze and evaluate the effects the professional development experiences had on the teachers' perceptions of both the priority of and confidence in use of the identified response to intervention tier 1 instruction strategies.

Download or read book Teacher Perceptions of Response to Intervention in Wisconsin written by Brandon Lauersdorf and published by . This book was released on 2016 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study investigated Wisconsin teacher perceptions of Response to Intervention (Rt). Specifically, the study investigated teacher perceptions of RtI and if overall experience, RtI exposure, and amount of RtI training was associated with teacher perceptions of RtI. Elementary school teachers from school districts (teaching kindergarten through 5th grade) across the state of Wisconsin were randomly selected for the sample. Partipants were asked to complete an onine survey regarding their experiences with and perceptions of RtI. Teachers who had extensive training in RtI methods and procedures had a more positive perception of the effects of RtI on teachers and students compared to teachers who had little or no training. For teachers who were in schools using RtI, results were inconclusive when examing teacher perceptions related to RtI's overall effectiveness as an education model and its effect on teachers and students. Future research might focus on perceptions of teachers in Wisconsin following legislative changes to special education law." -page iii.

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 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 Examining the Potential for Response to Intervention RTI Delivery Models in Secondary Education Emerging Research and Opportunities written by Epler, Pam and published by IGI Global. This book was released on 2017-03-24 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: To provide the highest quality of education to students, school administrators must adopt new frameworks to meet learners’ needs. This allows teaching practices to be optimized to create a meaningful learning environment. Examining the Potential for Response to Intervention (RTI) Delivery Models in Secondary Education: Emerging Research and Opportunities is a pivotal reference source for the latest perspectives on research-based intervention and instruction strategies to effectively meet students’ learning requirements. Highlighting numerous topics such as professional development, progress monitoring, and learning assessment, this book is ideally designed for educators, professionals, academics, school administrators, and practitioners interested in enhancing contemporary teaching practices.

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 Response to Intervention in Math written by Paul J. Riccomini and published by Corwin Press. This book was released on 2010 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.

Download or read book Examining Response to Intervention RTI Models in Secondary Education written by Pam Epler and published by IGI Global. This book was released on 2015-06-30 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to Intervention (RTI) is an intervention model designed to assist all students regardless of their academic ability. It seeks to assist students who are struggling in academics by providing them with targeted assistance in the form of tutoring, pull-out services, and differentiated classroom instruction. Examining Response to Intervention (RTI) Models in Secondary Education highlights the application of the RTI model to secondary schools through instructional strategies and real-world examples of how this model can be used at the middle and high school levels. Through a series of informative and timely chapters written by global educational specialists, this publication is ideally designed for use by middle and high school teachers and school administrators as well as professors and students in upper-level Educational Leadership and Secondary Education programs.

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 The One Stop Guide to Implementing RTI written by Maryln Appelbaum and published by SAGE. This book was released on 2009 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: This user-friendly guide offers strategies and how-to's for implementing RTI in classrooms and schoolwide, providing team-building techniques, academic and behavioral interventions, and more.

Download or read book Teachers Perceptions of Response to Instruction and Intervention Implementation in a Pennsylvania School District as Measured by the Concerns based Adoption Model written by Gregory S. Koons and published by . This book was released on 2013 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Teachers Perception of the Use of Differentiated Instruction Strategies on Teacher Practice and Student Learning written by Dr. Althea Seivwright-Lue and published by Xlibris Corporation. This book was released on 2019-11-20 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study was developed to explore teachers’ perceptions of the use of differentiated instructional strategies and the impact it had on teacher practice and student learning after engaging in a professional development initiative. Teachers were trained using two professional development modules; a 90-minute face-to-face module and/or, an eight-hour book club. The research questions addressed how targeted professional development, in differentiated instruction, changed teacher instructional practice and how teachers, who used differentiated instructional strategies and techniques, perceived these strategies impacted student learning. Data instruments included teacher perception surveys, demographic surveys, classroom observations, lesson plan checklists, semi-structured questionnaires, and book club evaluations were collected over a two month time period, were analyzed from themes using a manual coding system. Based on the multiple sources of data collected, teachers needed change for their instructional practices and more differentiated instructional strategies in their daily lesson delivery models.

Download or read book Simplifying Response to Intervention written by Austin Buffum and published by Solution Tree Press. This book was released on 2011-10-29 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: The sequel to Pyramid Response to Intervention advocates that a successful RTI model begins by asking the right questions to create a fundamentally effective learning environment for every student. RTI is not a series of implementation steps, but rather a way of thinking. Understand why bureaucratic, paperwork-heavy, compliance-oriented, test-score-driven approaches fail. Then learn how to create a focused RTI model that works.