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Response to Intervention: A Study of Teacher Efficacy in Response to Intervention Implementation in Elementary Schools in Two Southeast Georgia School Districts
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Fox, Michele I. – ProQuest LLC, 2012
Response to Intervention has the potential to help schools reach the goals of both the No Child Left Behind (NCLB) Act and Individuals with Disabilities Education Improvement Act (IDEIA) 2004. The course of action with the Response to Intervention model is to apply instructionally sound practices based on students' needs, monitor students'…
Descriptors: Elementary Schools, Response to Intervention, Program Implementation, Educational Legislation
Measurement of Educational Progress in the Context of Local Demographics: Using General Outcome Measurement as a Basis for the Development and Use of Local Norms
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Koehler-Hak, Kathrine M. – Preventing School Failure, 2014
General outcome measurement, a specific type of formative evaluation, can be used to assess progress toward long-term academic goals. Curriculum-based measurement is a widely used type of general outcome measurement. When used to develop local norms, curriculum-based measurement data are helpful in making individual student and systems-level…
Descriptors: Outcome Measures, Curriculum Based Assessment, Formative Evaluation, Progress Monitoring
The Systemic Impact of the Implementation of the Response to Intervention Model in Elementary Schools
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Cronin, Annette R. – ProQuest LLC, 2012
The intention of this study was to examine three factors regarding the implementation of the Response to Intervention (RtI) model. First, the study discovered what professional development opportunities were afforded to administrators and certified faculty to support the implementation of the RtI model within schools that make AYP and those that…
Descriptors: Response to Intervention, Program Implementation, Professional Development, Faculty Development