Cedar Middle School's Response to Intervention Journey: A Systematic, Multi-Tier, Problem-Solving Approach to Program Implementation

Autor/in	Dulaney, Shannon Kay
Titel	Cedar Middle School's Response to Intervention Journey: A Systematic, Multi-Tier, Problem-Solving Approach to Program Implementation
Quelle	(2010), (255 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Utah State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-1920-1
Schlagwörter	Hochschulschrift; Dissertation; Assistant Principals; Reading Comprehension; Intervention; Focus Groups; Academic Achievement; Problem Solving; Program Implementation; Program Effectiveness; Educational Change; Middle Schools; Response to Intervention; Interviews; Observation; Educational Improvement; Case Studies; Student Motivation; Behavior Change + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Principals; Stellvertretende Schulleitung; Leseverstehen; Schulleistung; Problemlösen; Bildungsreform; Middle school; Mittelschule; Mittelstufenschule; Interviewing; Interviewtechnik; Beobachtung; Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study; Schulische Motivation
Abstract	The purpose of the present study was to record Cedar Middle School's (CMS) response to intervention implementation journey. It is a qualitative case study that examines one school's efforts to bring school improvements under the response to inventory (RtI) umbrella in order to achieve a more systematic approach to providing high-quality educational services to every student enrolled at CMS. Participants included the 10 members of the school's Student Success Team along with the principal and assistant principal. The recorded journey included: (a) a description of the RtI consensus and infrastructure-building processes, (b) an exploration of the SST perceptions of school-wide intervention efforts both past and present, (c) a review of the school's accomplishments and the barriers to implementation encountered, and (d) the implications for further school improvement efforts and research. Participants submitted to interviews, observations, and focus group meetings. Although the purpose of the study was not to measure program effectiveness, preliminary data are included that report the school's efforts toward systems change was helpful for students and is having a positive effect on student performance in reading comprehension. Participants were also able to share anecdotal evidence of increased student motivation and other behavioral changes that were natural consequences of their efforts. This evidence is reported in the narrative found in Chapters IV and V. Conclusions were based on participant input, recorded measures, and analyses conducted as part of the present study. Cautions were also discussed, including the limitations and delimitations of the present study. Finally, implications of the present study were provided for RtI and the field of schoolwide systematic interventions and support. [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	2017/4/10