Middle school communication arts teachers' perceptions of administrative support necessary for implementation of response to intervention

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Middle school communication arts teachers' perceptions of administrative support necessary for implementation of response to intervention

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/14844

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Title: Middle school communication arts teachers' perceptions of administrative support necessary for implementation of response to intervention
Author: Schnoebelen, Stephanie Paulette
Date: 2012-08-21
Publisher: University of Missouri--Kansas City
Abstract: The purpose of this qualitative multi-case study was to determine teachers' perceptions of administrative support needed for implementation of the Response to Intervention process to increase reading skills for middle school students. Response to Intervention is an instructional model that focuses on regular progress monitoring of students' skills followed by early interventions based on evidence-based practices to improve student achievement. Theoretical traditions informing this study were phenomenology and heuristic inquiry. Case studies of six teachers in two schools located within a Midwest suburban school district were used to investigate the overarching question for the study: What could be done to improve the implementation of the RtI process at the middle school level to support reading achievement for all students? Teacher interviews, observations and document analysis were utilized for data collection and analysis. Synthesis of the research revealed four themes necessary for implementation to be successful. First, administrators must communicate a clear purpose of the program, its components, and essential steps for implementation. Second, administrators must provide staff development at the onset and throughout implementation for all stakeholders. Third, administrators must model accountability for implementation for all stakeholders. Finally, administrators must demonstrate adaptability throughout implementation, particularly in regards to scheduling as it pertains to both student and teachers. Findings from the research may inform middle level administrators as their buildings implement Response to Intervention.
URI: http://hdl.handle.net/10355/14844

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