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An examination of response-to-intervention as a framework for school improvement: educators' perpectives regarding implementation

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Title	An examination of response-to-intervention as a framework for school improvement: educators' perpectives regarding implementation
Author	Jacobs, Cindy Newman
Author email	springyank2@cox.net
Degree	Doctor of Philosophy
Document type	Dissertation
Degree program	Education (Psychology & Technology)
School	Rossier School of Education
Date defended/completed	2008-06-13
Date submitted	2008
Restricted until	Unrestricted
Date published	2008-07-28
Advisor (committee chair)	Amanda Datnow
Advisor (committee member)	Ragusa, Gisele Painter, Gary
Abstract	This study investigated educators' perspectives regarding the implementation of Response-to-Intervention (RTI), a complex school reform being introduced to monitor the achievement of all students, in particular, students at-risk for learning difficulties. The study documented the construction of the RTI reform at two sites to compare the multiple structures, roles, resources and training that influenced implementation and the way in which each model developed according to the particular context. The study also examined educators' perceived effectiveness of the reform and the validity of RTI as an alternative approach to identifying Learning Disabilities.; Qualitative data for this study were collected from interviews, observations and documents at each school site. The primary sources of data were interviews with administrators, teachers and specialists involved with RTI implementation. Twenty-eight educators participated in the study. Data was also collected from observations of teachers in their Professional Learning Communities (PLCs) and from a variety of documents that contributed to implementation.; Results indicated that while both schools implemented frameworks closely aligned to guidelines mandated by empirical research and federal policies, the models of RTI that were constructed varied according to the specific goals, resources and expertise of the people and the context of the school. Common factors such as teacher buy-in, collaboration, resources, professional development and leadership positively influenced implementation at both sites, and then each site identified factors that had hindered their specific implementation such as lack of funding, resources, leadership and training.; While educators agreed that RTI could be used as a component of the procedures used to establish eligibility for Special Education, most educators did not have a clear understanding of whether RTI could be used as an alternative method for identifying Learning Disabilities. However, educators agreed that the RTI framework that provides early identification and intervention for students at-risk for learning difficulties could not only reduce the number of students being referred to Special Education but improve the achievement of all students including students from regular education, English Language Learners, high achieving students and those with Learning Disabilities (LD).; The study demonstrated the complexity of school-wide reforms and the many inter-related influences that affect implementation. While large-scale implementation of RTI is happening at schools across the nation, the empirical basis for implementation is still growing. This study will contribute to the knowledge regarding implementation of RTI yet identifies many areas of research in the framework that require further study.
Keyword	response to intervention; reading intervention; school improvement; policy implementation
Language	English
Part of collection	University of Southern California dissertations and theses
Publisher (of the original version)	University of Southern California
Place of publication (of the original version)	Los Angeles, California
Publisher (of the digital version)	University of Southern California. Libraries
Type	texts
Legacy record ID	usctheses-m1380
Rights	Jacobs, Cindy Newman
Repository name	Libraries, University of Southern California
Repository address	Los Angeles, California
Repository email	http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/
Filename	etd-Jacobs-20080728
Archival file	uscthesesreloadpub_Volume14/etd-Jacobs-20080728.pdf