Date of Award
Fall 11-2013
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. Sherry DeVore
Second Advisor
Dr. Trey Moeller
Third Advisor
Dr. Terry Reid
Abstract
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 to RtI. The building’s implementation scores were compared to academic achievement to determine if there was a relationship using a Pearson product moment correlation coefficient (PPMC). Academic achievement was determined by students’ MAP index scores relating to the 8th grade Communication Arts test, as well as the percentage of students who scored below basic. The PPMC determined little to no relationship existed between implementation levels and MAP index scores, as well as the percentage of students scoring proficient. Quartile tables were developed to determine which surveyed buildings had the highest academic achievement. The survey responses were analyzed to determine what essential components of RtI they were implementing. The essential components being implemented were determined to be universal screening, professional development, establishing clear goals and expectations, and administrator participation.
Recommended Citation
Fitch, Mark Joseph, "RtI Characteristics Commonly Implemented in High Performing Middle Schools" (2013). Dissertations. 433.
https://digitalcommons.lindenwood.edu/dissertations/433
Rights
Copyright 2013