Measuring the Implementation Fidelity of the Response to Intervention Framework in Milwaukee Public Schools. Stated Briefly. REL 2017-192

Autor/inn/en	Ruffini, Steffen J.; Lindsay, Jim; Miskell, Ryan; Proger, Amy
Institution	Regional Educational Laboratory Midwest (ED); National Center for Education Evaluation and Regional Assistance (ED); American Institutes for Research (AIR); Regional Educational Laboratory Midwest (ED), Urban Research Alliance
Titel	Measuring the Implementation Fidelity of the Response to Intervention Framework in Milwaukee Public Schools. Stated Briefly. REL 2017-192
Quelle	(2016), (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Implementation; Fidelity; Response to Intervention; Public Schools; Program Effectiveness; Scoring Rubrics; Elementary Education; School Districts; Educational Improvement; Teaching Methods; Institutional Characteristics; Student Diversity; Data Collection; Decision Making; Evaluation Methods; Progress Monitoring; Cultural Relevance; Leadership; Cooperation; Reliability; At Risk Students; Wisconsin (Milwaukee) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Scoring formulas; Auswertungsbogen; Elementarunterricht; School district; Schulbezirk; Teaching improvement; Unterrichtsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Data capture; Datensammlung; Decision-making; Entscheidungsfindung; Führung; Führungsposition; Co-operation; Kooperation; Reliabilität
Abstract	Regional Educational Laboratory Midwest assisted Milwaukee Public Schools in developing a fidelity monitoring system for measuring schools' progress in implementing Response to Intervention (RTI). The study examined the ratings produced by that system to determine the system's reliability, schools' progress in implementing RTI, and whether ratings were related to school characteristics. Two years after rolling out RTI, 53 percent of participating schools were implementing it with adequate fidelity. Average implementation ratings suggest that priority schools need more coaching and professional development on RTI than do focus schools and other schools and that most schools could benefit from coaching and professional development on tier 3 instruction and instruction for diverse students. Implementation fidelity ratings were related to the percentage of teachers with advanced credentials, retention of licensed staff, percentage of economically disadvantaged students, and percentage of students suspended during the school year. This brief summarizes the findings to the full study. [For the full study, "Measuring the Implementation Fidelity of the Response to Intervention Framework in Milwaukee Public Schools. REL 2017-192," see ED570888.] (ERIC).
Anmerkungen	Regional Educational Laboratory Midwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01