Responding to the Need for Research in RTI: A Map of the Current Implementation and Assessment Practices from the Perspective of District and Building Administrators

Autor/in	Hudson, Tina Marlene
Titel	Responding to the Need for Research in RTI: A Map of the Current Implementation and Assessment Practices from the Perspective of District and Building Administrators
Quelle	(2013), (329 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Kentucky
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-0772-5
Schlagwörter	Hochschulschrift; Dissertation; Response to Intervention; Program Implementation; Program Evaluation; Administrator Attitudes; Data; Decision Making; Educational Research; Evidence; School Districts; Administrators; Online Surveys; Educational Policy; Special Education; Special Education Teachers; Referral; Parent School Relationship; Federal Legislation; Educational Legislation; Disabilities; Equal Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Programme evaluation; Programmevaluation; Daten; Decision-making; Entscheidungsfindung; Bildungsforschung; Pädagogische Forschung; Evidenz; School district; Schulbezirk; Politics of education; Bildungspolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Bundesrecht; Bildungsrecht; Schulgesetz; Handicap; Behinderung
Abstract	Response to Intervention (RTI) has been one of the most significant developments in the history of educational reform, requiring a renewed focus on evidence-based instruction and data-driven decisions. However, the current use of RTI as a means of identifying students with SLD is highly variable across states, bringing to focus several issues that could compromise due process. Given the evidenced variability in RTI implementation and the need for research on the impact of RTI regarding the identification of students with SLD, the purpose of this study was to provide a current snapshot of the extent to which districts and schools across 14 states are implementing RTI and to determine potential causal factors contributing to variability. Two online surveys were sent to district directors of special education and building level administrators to examine their current RTI policies and obtain their perspectives on the impact of RTI on the identification of students with SLD in their district or school. Results indicated (a) an overall lack of policy in regard to many of the critical elements of RTI, (b) a lack of data collection and evaluation systems to measure RTI effectiveness, and (c) the possible violation of IDEA regulations with regard to such issues as the timing of referrals and parental notification. Recommendations are provided, with an emphasis on the use of a research agenda to assist in the development of future research studies needed to decrease variability and lead to a more unified model of RTI. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01