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Dissertations / Theses on the topic 'RTI'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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1

Bade-White, Priscilla Anna. "A Comparison of Satisfaction Ratings of School Psychologists in RTI versus non-RTI School Districts." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/268352.

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Teachers' satisfaction with school psychological services has been studied for more than 30 years. Few to no studies, however, are available that provide data about the perceptions of school psychologists regarding their perceived value within different service delivery models, particularly those involving Response to Intervention (RTI) models. The present study was designed to determine if any differences existed between the satisfaction ratings of school psychologists in RTI versus non-RTI school districts as self-reported by teachers and school psychologists. General education teachers,
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2

Axmarker, Linda. "RTI på sfi RTI. (Respons To Intervention) för kortutbildade sfi-elever med fokus på avkodning och läshastighet." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29294.

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Elever inom utbildning i svenska för invandrare (sfi) som inte har utvecklat läs- och skrivförmåga på sitt modersmål ska få läs- och skrivinlärning inom ramen för sfi-utbildningen Det finns ett forskningsbehov att didaktiskt följa dessa elevers väg mot att bli litterata, i synnerhet för elever med läs- och skrivsvårigheter.Lästeorier bygger på att läsning handlar både om avkodning och förståelse (Kamhi & Catts, 2014) men i andraspråksforskningen har man inte forskat lika mycket på avkodning som man forskat på läsförståelse (Hyltenstam, 2010). Studiens teoretiska ram tar sin grund i att avkodni
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3

Jones, Kim. "The Relationship Between Teachers' Perceptions of Response to Intervention (RTI) Implementation Factors and Self-Reported RTI Implementation Efforts." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6252.

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Response to Intervention (RTI) is an educational reform effort that is being implemented across the nation. Considering that the systematic implementation of the RTI process requires organizational change, teachers may be hesitant or resistant to engage in the change process. This study organizes the potential barriers of RTI implementation into the RTI implementation factors of vision, professional development, professional support, and time resources. This quantitative study explored the relationship between teachers' perceptions of these RTI implementation factors and teachers' self-reporte
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4

Balbuena, Egas Christian Percy. "Implementación Del Modelo Gartner RTI (Real Time Infrastructure) En El Área De Informática Del Instituto Chaminade Marianistas." Bachelor's thesis, Universidad Ricardo Palma. Programa Cybertesis PERÚ, 2007. http://cybertesis.urp.edu.pe/urp/2007/balbuena_cp/html/index-frames.html.

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5

Washington, William Lee. "A Case Study of RTI Data Teams." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1631.

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This qualitative case study addressed the persistent achievement gaps in annual measurable objectives (AMO) data at a public rural elementary school in the Mideast United States. Response to intervention (RTI) data teams from 2010 did not produce expected student gains after 5 years of implementation in the school under study. Based on Mandinach and Jackson's data-driven decision making conceptual framework, the purpose of this study was to examine the work of the RTI data teams as they attempted to improve student learning and close achievement gaps. A purposeful sample of 13 staff members in
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6

Hale, Kimberly D., D. Deberry, and T. White. "School Psychologists Embracing RTI – How We Do It." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/7035.

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7

Marks, Lori, Sara Beth Hitt, and Tina Hudson. "Supporting RTI Through Preservice and Inservice Higher Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4057.

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It is critical that practitioners and those in training be informed of and strongly committed to the use of evidence-based practices. This study aims to provide valuable instruction and data collection on special education teacher candidate use of the MotivAider, a self-monitoring device for research and improvement of student behavior.
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8

Fitch, Mark Joseph. "Rti characteristics commonly implemented in high performing middle schools." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611753.

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<p> The Individuals with Disabilities Act of 2004 allowed schools to use a Response to Intervention (RtI) model as opposed to the discrepancy model to qualify students as learning disabled. The incorporation of the RtI model provided earlier interventions for students and reduced avoidance of special services and false diagnosis. With the success of the RtI model at the elementary level, middle schools attempt to implement the program with varying success. In this study, middle school principals were surveyed to determine their respective building's current level of implementation in regard
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9

Witek, Erin L. "Teacher autonomy with reading interventions in an RTI model." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6887.

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The purpose of this study was to investigate teachers’ level of autonomy in a Response-to-Intervention (RTI) model school system and with delivering a Tier 2 reading intervention, as well as, to understand teachers’ perception of student response to the adapted reading materials. Qualitative data collection involved individual teacher interview, observations, post-intervention survey, and a focus group. Teachers selected reading materials that focused on sight word learning to adapt to fit student need and then delivered the intervention for six weeks. Quantitative data were the students’ prog
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10

Soong, Maria Jose. "Tier I RtI for English Language Learners with Language Deficits." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5512.

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Educators are attempting to eliminate the disproportionate representation of culturally and linguistically diverse students in special education through initiatives such as Response to Intervention (RtI). Prior to the implementation of such initiatives, existing research relevant to this population must be critically reviewed and expanded. A synthesis of the available literature can provide significant insight into the type of data necessary to make informed decisions involving English language learners (ELL) at Tier I of an RtI model. In forming the theoretical foundation for this research
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11

Hudson, Tina M., and Robert G. McKenzie. "The Impact of RTI on the Identification of Learning Disabilities." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3995.

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This poster will summarize the RTI variability of various case studies and analysis. How to pursue consistency in assessment, identification of SLD, and communication with parents will also be addressed.
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12

Davis, Kim E. "Interpreting Middle and High School Teacher Concerns Toward RTI Implementation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6197.

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Research exists about secondary school Response to Intervention (RTI) models, but little is known about the concerns of middle and high school teachers who are working together to implement RTI practices as a shared responsibility. The extensive body of documentation on RTI at the elementary level has not helped educators develop systematic RTI implementation practices across all levels (Ehren, 2013). The purpose of this quantitative study was to determine whether there were differences in practice concerns, if any among middle school and high school teachers' RTI practice concerns when measur
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13

Alarcon, Freddie Punzalan Jr. "Response to Intervention (RTI) in Middle School: A Comparative Study of Staff Perceptions at Two Middle Schools." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/50831.

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As school divisions across the country toil with closing achievement gaps and work towards finding a comprehensive approach to meeting the needs of all learners, many have turned to the implementation of multi-tiered response to intervention (RTI) models. While RTI initially surfaced as an alternative to the IQ discrepancy model used to identify students with specific learning disabilities, it is now being used by school divisions as a systemic framework for responding to the needs of all students. The difficulty, however, for many school divisions as they move forward with the implementation
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14

Sarr, Brianna Jenesse. "Comparing bilingual and monolingual students' response to intervention." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1216783388.

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15

Love, Amy F. Conner. "Literacy knowledge among teachers considerations for implementation of the RtI initiative /." Morgantown, W. Va. : [West Virginia University Libraries], 2010. http://hdl.handle.net/10450/11273.

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Thesis (Ed. D.)--West Virginia University, 2010.<br>Title from document title page. Document formatted into pages; contains viii, 135 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 86-109).
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16

Sharp, Kristin. "THE RELATIONSHIP BETWEEN RTI COMPONENT IMPLEMENTATION ACROSS TIERS AND ACADEMIC OUTCOMES." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406117441.

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17

Hudson, Tina M., and Robert G. McKenzie. "The Impact of RTI on Timely Identification of Students with SLD." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3993.

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Response to Intervention (RTI) has become the gateway to identification for many students with specific learning disabilities. Those include students in the 17 states that require RTI as the source of eligibility data as well as many students in the 33 states that allow districts to choose RTI among other options (e.g., discrepancy). There is concern that the use of RTI may infringe on due-process protections and child-find responsibilities. Specifically, the number of days students must remain in RTI may delay their referral for comprehensive evaluation and, hence, potential eligibility for s
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18

Hudson, Tina M., Lori J. Marks, and Sara Beth Hitt. "Supporting RTI through the Help of Higher Education and Rural Voices." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3997.

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School leaders, especially in those in rural areas, struggle to find teachers who are adequately trained in Response to Intervention. This presentation describes the development of a RTI Certificate Program at a rural university in Tennessee to promote the professional growth of graduate teacher candidates and those in the field.
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19

Epplin, Sarah Ruth. "Response to Intervention (RtI) Stakeholder Perceptions in the Schools of Southern Illinois." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1113.

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AN ABSTRACT OF THE DISSERTATION OF SARAH RUTH EPPLIN, for the Doctor of Philosophy degree in CURRICULUM AND INSTRUCTION, presented on September 3, 2015, at Southern Illinois University Carbondale. TITLE: RESPONSE TO INTERVENTION (RTI) STAKEHOLDER PERCEPTIONS IN THE SCHOOLS OF SOUTHERN ILLINOIS MAJOR PROFESSOR: Dr. Grant Miller Response to Intervention (RtI) was proposed as an alternative to the discrepancy model for identifying students with Specific Learning Disabilities (SLD) in the reauthorization of IDEA, 2004. RtI requires stakeholders to significantly change how all students are taught.
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Rachapalli, Deepak Kumar. "USING THE SOFTWARE ADAPTER TO CONNECT LEGACY SIMULATION MODELS TO THE RTI." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3978.

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The establishment of a network of persistent shared simulations depends on the presence of a robust standard for communicating state information between those simulations. The High Level Architecture (HLA) can serve as the basis for such a standard. While the HLA is architecture, not software, use of Run Time Infrastructure (RTI) software is required to support operations of a federation execution. The integration of RTI with existing simulation models is complex and requires a lot of expertise. This thesis implements a less complex and effective interaction between a legacy simulation model a
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21

Higgins, Averill Orla. "One Urban School's Implementation of a Systemic Response-to-Intervention (RTI) Framework." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3772.

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Thesis advisor: David Scanlon<br>School districts have been attempting to implement the response-to-intervention (RTI) framework in an effort both to comply with federal legislation (i.e., IDEA 2004) and to improve teaching for all students. Extant research on this framework has focused on exploring assessment practices across tiers and the efficacy of specific interventions, providing an overly simplistic view of RTI and overlooking the complexities involved in sustainable school-wide implementation. In September 2010, a large urban school district in the eastern United States began implement
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22

Hallberg, Jenny, and Kubilay Orman. "Potentialen med längre tidsfönster inom RTI-system : En fallstudie på Svenska Retursystem." Thesis, KTH, Tillämpad maskinteknik (KTH Södertälje), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-188847.

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23

Sanders, Kari E. "Examining the Relationship Between Quality of RTI Implementation and Reading Assessment Data." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1367783791.

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24

Taylor, Lisa. "The Effects of Leveled Literacy Intervention for Students in the RtI Process." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3960.

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Low reading skills constitute a serious achievement problem. Although there are remedial support in schools, between 2% and 6% of the student population continues to show persistent reading difficulties despite intensive intervention. The research problem in this study addressed the lack of effective reading interventions for students who were in Tier III of the Response to Intervention (RtI) process. Piaget's cognitive development theory, constructivism, and Vygotsky's zone of proximal development theory made up the theoretical framework. The purpose of this quantitative study was to determin
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25

Skelding-Dills, Kathleen Ann. "Response to Intervention (RtI) in a High School: A Case Study of Implementation." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23695.

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Response to Intervention\'s (RtI) original design was implemented as a kindergarten through third grade intervention for struggling readers. Therefore, it is difficult to conceptualize RtI as an intervention model to be used for high school students. Nevertheless, high schools have adopted RtI as an intervention model. <br />The purpose of the study was to investigate and describe how one high school implemented RtI. The researcher utilized qualitative research methods to conduct the study. The two overarching research questions for the study were: Were the essential components of Response to
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Harrison, Philip. "THE SIGNIFICANCE OF THE RESPONSE TO INTERVENTION MODEL ON ELEMENTARY READING PERFORMANCE IN MISSOURI." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1411.

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The purpose of this study is to ascertain the essential elements of Response to Intervention programs among 150 high performing Title I schools with high rates of poverty as measured by free/reduced lunch participation rates. Response to Intervention (RTI) is a nationally-known instructional model used to assist students who are struggling to obtain or maintain grade-level equivalency in reading and math. This study focused on reading, as this subject is the one most targeted in schools for full intervention supports. This study utilized a quantitative research approach, which included exam
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Hancock, Kyle Max. "The Utility of Mathematics Curriculum-Based Measurement to Predict Student Risk Status on Standardized Academic Achievement Measures." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/435.

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The predictive utility of mathematics curriculum-based measurement (MCBM) to identify students who are at risk for failure on important educational measures is an emerging area of study in need of further investigation. The present study sought to identify which of four MCBM probes could be accurately used to determine students' risk status on selected subtests of three important educational measures commonly used to make educational placement decisions (WIAT-II, WJ-ACH-III, and KM 3) in grades 2 (n = 49), 4 (n = 48), and 6 (n = 47). The study also sought to determine which type of student p
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Westenskow, Arla. "Comparing the Use of Virtual Manipulatives and Physical Manipulatives in Equivalent Fraction Intervention Instruction." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83198.

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29

Ölund, Linnea. "Digitaliseringens påverkan på arbetsmarknaden : Risk för teknologisk arbetslöshet eller chans till nya jobbmöjligheter?" Thesis, Karlstads universitet, Avdelningen för nationalekonomi och statistik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47953.

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Nya dator– och robotsystem utvecklas ständigt och är på väg in i så gott som alla branscher. En mycket omdiskuterad artikel från USA har med anledning av detta beräknat en så kallad automatiseringssannolikhet för samtliga yrkesgrupper i landet. 2010 gjorde författarna ett försök att förutspå framtiden och drog slutsatsen att 47 procent av alla yrken i USA kommer att försvinna till följd av automatisering under de kommande 20 åren. Denna studie undersöker, med hjälp av måttens svenska motsvarighet, i vilken utsträckning digitaliseringen påverkat sysselsättningsfördelning
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30

Little, Regena Ann. "Response to Intervention [RTI] and Promising Practices: What Works at the Secondary Level." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc1248383/.

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The primary focus of RtI has been at the elementary school level. However, over the past few years there has been a shift, and RtI has been expanding to secondary schools. Through this expansion, it is unclear if RtI has been effectively implemented at the secondary level. The ultimate goal for any school implementing change is institutionalization or sustainability. Therefore, this qualitative case study examined the institutionalization or sustainability of RtI systems in one high school. This study was designed to deepen the understanding of secondary RtI and to add to the literature on
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Keith, Karin. "Strategies for Tier I Students: RTI for On-Grade Level & Advanced Students." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1006.

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32

Bäckman, Linda, and Kristina Böregård. "En studie om en RTI- modells påverkan på nyanlända elevers avkodning och läsförståelse." Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-98728.

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Läsning anses vara en grundläggande färdighet med avgörande betydelse för en individs skolgång. Den svenska grundskolan har tagit emot en stor andel nyanlända elever. Den nya elevgruppen satte fokus på ett behov att ändra undervisningsmetoder och anpassa läs- och skrivundervisningen för att möta denna elevgrupp. Studiens övergripande syfte är att undersöka huruvida intensiva interventioner enligt en RTI-modell påverkar nyanlända elevers progression med avseende på avkodning och läsförståelse. Studien är av kvasiexperimentell karaktär, deltagarna (n=44) utvalda utefter kriterier så som tid i Sv
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Sinclair-Lowry, Elizabeth. "RTI in the Classroom: How Teachers Meet the Demands of a Tiered System." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649.

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Little, Regena Ann. "Response to Intervention (RTI) and Promising Practices: What Works at the Secondary Level." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248383/.

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The primary focus of RtI has been at the elementary school level. However, over the past few years there has been a shift, and RtI has been expanding to secondary schools. Through this expansion, it is unclear if RtI has been effectively implemented at the secondary level. The ultimate goal for any school implementing change is institutionalization or sustainability. Therefore, this qualitative case study examined the institutionalization or sustainability of RtI systems in one high school. This study was designed to deepen the understanding of secondary RtI and to add to the literature on
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Blake, Theodell Joanna. "Fourth-Grade Teachers Use of MTSS-RTI to Teach Mathematical Word Problem-Solving." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6880.

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Schools in Florida used the multitiered system of support response to intervention framework to help students achieve the state and national standards but, in the national report card, 61% of the fourth-graders assessed in mathematics failed to achieve proficiency. Research indicated that the students lacked mathematical word problem-solving skills. The purpose of the qualitative study was to discover how fourth-grade special and general education teachers used the response to intervention framework evidence-based curriculum, instruction, intervention, assessment, and student data to teach mat
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Hovey, Katrina A. "University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955015/.

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Pre-service teachers are entering the field as novice practitioners with concerns regarding their ability to confidently and effectively implement key components of response to intervention (RTI). This concurrent mixed-methods study explores pre-service teachers' (N =169) perceptions and experiences with key components of RTI (e.g., screening, multi-tiered evidence-based intervention, progress monitoring, and data-based decision making). A questionnaire in conjunction with open-response items and four focus groups provided data to identify aspects of university coursework and field experiences
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Adams, Tatiana Y. "GIFTED AND TALENTED RESPONSE TO INTERVENTION TO AID IN IDENTIFICATION AND SERVICE OF ELEMENTARY GIFTED AND TALENTED STUDENTS IDENTIFIED IN THE AREAS OF ENGLISH/LANGUAGE ARTS AND MATHEMATICS IN A RURAL KENTUCKY SCHOOL DISTRICT." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1796.

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Education reform in the United States has shifted from all students reaching proficiency to all students progressing academically regardless of their ability levels. Response to Intervention (RtI) is a three-tiered delivery model for students with exceptional needs not being met in the general classroom setting. The components of universal screening, continuous progress monitoring, implementation of interventions with fidelity, and decision making are currently implemented in many public schools throughout the nation. Implications for Gifted and Talented (GT) services are positive as the tiere
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Collins, Keith Ryan. "The Development and Implementation of Response to Intervention in an Elementary School Setting." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/71326.

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RTI has gained popularity in recent years. RTI uses research-based instruction, data based decisions, and early interventions to identify and remediate students early. However, little research exists regarding the effects of RTI implementation in schools. This embedded case study looks at how a subject school implemented RTI, how it intervened with its most at-risk students, and the relationship between reading scores in first grade and at the end of fourth grade. The findings show that the school implemented RTI utilizing a hybrid model, incorporating components of both the standard proto
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Rector, Wanda Jean. "Teachers' Perceptions About Response to Intervention Reading Strategies for At-Risk Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2869.

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Many students enter 9th grade as non-proficient readers who have not been successful on the state reading assessment. Response to Intervention (RTI) is a required program for teachers to use to increase students' reading proficiency. Guided by Bruner's constructivist theory and Vygotsky's theory of the zone of proximal development, this study examined the connection between these 2 theories and explored approaches to the creation of instructional delivery methods for reading to assist struggling readers. The research questions focused on teachers' perceptions about RTI implementation, training
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40

Shadid, Ahmad Jamal. "Efficient load balancing techniques for Real-Time RTI-based large-scale distributed simulation systems." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/28023.

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The Real-time extension of the High Level Architecture (HLA) is very essential and useful for many large-scale distributed simulation systems. Most previous attempts to design the Real-Time Run Time Infrastructure (RT-RTI) have enabled the usage of supported scheduling and prioritization services from underlying Real-time operating systems (RTOSs) augmented by communication QoS mechanisms. In this thesis, we wish to build on this functionality by proposing an algorithm that differentiates services processing within the RTI itself by incorporating resources' load balancing mechanisms with sever
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Sabourin, Elizabeth C. "Current Status of RtI Implementation| Influences on School Psychologists' Service Delivery and Self-Efficacy." Thesis, State University of New York at Albany, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3744328.

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<p>Response to Intervention (RtI) is a prevention-oriented approach to helping all students succeed academically. It is a framework that, when applied properly, influences all decision-making within a school building and/or district. Currently, most American school districts report using an RtI framework. Specifics regarding implementation, however, are unknown at this time. Given that RtI is a systems-wide approach which is philosophically disparate from traditional ways of viewing students struggling academically, it has the potential to shift traditional school psychological roles. Our know
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Hudson, Tina M., and Kimberly Hale. "Examining Northeast Tennessee Teacher Knowledge and Perceptions of Response to Instruction and Intervention (RTI²)." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4005.

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Hudson, Tina M. "Preparing Special Educators to Fully Inform Parents about the Processes and Expectations of RTI." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4003.

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This session will address the importance of training pre-service teachers to inform parents about RTI-based assessment of LD. A synthesis of research will examine issues in assessment and placement processes, timelines, and parental communication. Attendees will be enabled to identified essential RTI information that should be provided by schools districts.
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Jones, Jiselle. "The Effectiveness of the Implementation of the Early Reading First Initiative on Preschool Students with Disabilities." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/532.

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The Early Reading First Program emphasizes that preschool classrooms provide services to better prepare children entering kindergarten with the necessary language, cognitive, and literacy skills that can avert reading difficulties. This study investigated two questions. The first addressed the effectiveness of the ERF program on students identified with a disability within control and experimental groups. The second addressed the effectiveness of the ERF program on subpopulations of students within the ERF program categorized with a severe language delay or a mild/moderate language delay. To
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Hale, Kimberly D. "Response to Intervention (RTI): What Is It and What Can It Do for Your School." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/7039.

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Hudson, Tina M. "Data-based Decision Making in the Development of an RTI Certificate Program for Preservice Teachers." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4002.

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47

Hudson, Tina M. "Critical Practices in Identifying Learning Disabilities in an RTI framework: Improving Consistency in Rural Districts." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4008.

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Results of two nationwide studies indicated inconsistency across states and their districts in relation to many critical elements of RTI. Given these results, a checklist will be proposed to improve consistency in RTI implementation and assessment practices to ultimately help rural school districts more accurately identify students with learning disabilities.
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48

Moore, Linda H. "Elementary Math Achievement in Texas: What is Working?" Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68020/.

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Elementary math teachers (76) from selected Texas schools that included Grade 5 responded to an online self-report survey with respect to school-level factors that may be associated with student math achievement. Questions on the survey focused on school-level factors related to math, campus leadership, integration of technology in the math classroom, teacher expectations, utilization of student data in decision-making and professional development. The schools included in the study were rated as Acceptable or Exemplary schools by the Texas Education Agency for three-consecutive years (2007-201
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Heindl, Twyla. "Reading Specialist's Perceptions and Role in Implementing Response to Intervention." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/463.

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The roles of reading specialists differ from campus to campus throughout the study site due to varied implementations of Response to Intervention (RTI). To ensure that students were receiving consistent interventions based on their needs, the site needed to examine how and when instructional services were delivered to struggling students, as well as the role of the reading specialist in the process. The purpose of this qualitative case study was to explore the perceptions, experiences, and roles of reading specialists as the RTI framework was implemented at the elementary school level. This st
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50

Stockslager, Kevin. "Relationships Between Educator Beliefs, Perceptions of Educational Practices and Skills, PS/RtI Implementation, and Educational Outcomes." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3369.

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This study examined the relationships between pilot school status and Problem-Solving/Response to Intervention (PS/RtI) implementation, educator variables and PS/RtI implementation, and PS/RtI implementation and student and systemic outcomes following the final year of a 3-year PS/RtI implementation Project. School-Based Leadership Team (SBLT) members from 34 pilot schools in seven demonstration districts received training, as well as ongoing technical assistance and coaching, related to PS/RtI implementation. Data on educator's beliefs, perceptions of educational practices, and perceptions of
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