Scaling up Response to Intervention: The Influence of Policy and Research and the Role of Program Evaluation

Autor/inn/en	Castillo, Jose M.; Batsche, George M.
Titel	Scaling up Response to Intervention: The Influence of Policy and Research and the Role of Program Evaluation
Quelle	In: Communique, 40 (2012) 8, S.14-16 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Response to Intervention; Program Implementation; Skill Development; Program Evaluation; Fidelity; Academic Achievement; Program Effectiveness; Models; Predictor Variables; Teacher Attitudes; Correlation; School Districts; School Psychologists; Florida + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Programme evaluation; Programmevaluation; Schulleistung; Analogiemodell; Prädiktor; Lehrerverhalten; Korrelation; School district; Schulbezirk; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	District implementation of the response to intervention (RTI) model has occurred at a surprising rate. It appears that implementation of RTI has occurred rapidly and is being implemented with all students. Rapid implementation of RTI is occurring alongside continued controversy over the model and its intended uses. Although significant research support exists for the components of RTI, the question remains about the loss of fidelity and inconsistency in implementation when these components are scaled up (i.e., the process of expanding the implementation of RTI with fidelity across classrooms, grade levels, schools, districts, and states). Some research has addressed this issue, but little research on the relationship between the process of implementation and outcomes has been published. The development of the program evaluation model for the Florida Statewide Problem-Solving/RtI (PS/RTI) initiative is intended to examine the factors that influence fidelity in the scale-up process. The model was designed to evaluate the relationships between teacher variables (e.g., beliefs), response to professional development (e.g., skill development), implementation levels of PS/RTI, and student outcomes. Reviewing the data predicting the outcomes of these relationships should make the process of scaling up both effective and efficient. (Contains 1 figure and 2 tables.) (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10