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This study assessed teacher readiness at All Saints Catholic School to implement Response to Intervention (RtI) through surveys before and after professional development sessions. Initially, teachers were unfamiliar with RtI and concerned about support and resources. After training, teacher agreement with positive survey statements about RtI increased significantly. The results show that providing effective professional development before implementing new programs can increase teacher buy-in and confidence in using new strategies. Future work should examine how to include parents and students in RtI.
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Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/.
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This document summarizes research related to student growth measures and educator effectiveness conducted by OERC over three years. It describes four studies that examined implementation of Ohio's new teacher evaluation systems which incorporated student growth measures. The studies found that early on, teachers supported measuring student growth but lacked understanding of assessment literacy and perceived unfairness in different growth measures. Over time, support waned as concerns grew around use of measures for evaluation with many changes occurring simultaneously. The research aimed to inform state policy and improve implementation.
Response To Intervention Presentation
The document presents a Success Through Levels intervention plan to address behavioral issues at Carmel Middle School. It proposes a three-tiered approach including primary (school-wide), secondary (targeted), and tertiary (individual) levels of intervention. The primary level utilizes the CHAMPS model for positive behavior support. The secondary level adds peer mediation. The tertiary level implements Functional Family Therapy for students not responding to other interventions. The plan aims to reduce office referrals through systematic positive behavioral supports and early intervention.
Rt i training module.ppt nelson
The document provides an overview of Response to Intervention (RtI) for Rich Township High School District 227. It acknowledges those who have supported the RtI initiative and defines RtI as using data-driven interventions matched to student needs. The purpose of RtI in secondary schools is to provide early identification and support for at-risk students through ongoing progress monitoring and review of intervention effectiveness. Key components of RtI include high-quality instruction, universal screening, and a multi-tiered model of increasingly intensive services.
Innovations in education
The document discusses the process of implementing educational innovations. It describes three broad phases: initiation, which involves deciding to adopt a change; implementation, involving the first experiences putting the change into practice; and continuation, whether the change becomes incorporated into the system long-term. Many factors influence implementation, including the characteristics of the innovation itself (need, clarity, complexity), local factors (district, community, principal, teachers), and external factors (state/federal policies). Successful implementation depends on relevance, readiness of the organization in terms of capacity and skills, and sufficient resources being available throughout the process.
Hi principal survey results may 13 2014 (1)
The document summarizes the results of a survey of 160 Hawaii public school principals regarding their work environment and responsibilities. Key findings include:
- 87.7% of principals disagreed that the Hawaii Department of Education provides sufficient support systems for principals as required.
- 61% said the new principal evaluation process (CESSA) was not focused on providing quality feedback for improvement.
- 75.5% felt that implementing new teacher evaluation systems and standards has negatively impacted areas like staff morale, professional development, and student supervision.
- 65.5% disagreed that they can express concerns without fear of retaliation.
The survey aimed to understand principals' perspectives on factors impacting their ability
Rt i family academy
RtI is a multi-tiered framework used in Thompson School District to provide academic and behavioral support to all students. It uses high quality instruction and increasingly intensive interventions matched to student needs. Students move between the three tiers - classroom, supplemental, and explicit instruction - based on their response to interventions as measured by progress monitoring. The problem-solving process and data-driven assessments are essential to the RtI model. Parent and community engagement is also important for student success.
Thompson school district RTI
The document discusses Response to Intervention (RtI) implementation in the Thompson School District. It describes RtI as a multi-tiered framework to provide academic and behavioral support to all students. The three tiers include high-quality core instruction, supplemental instruction, and more explicit targeted instruction. It also outlines the problem-solving process, use of data-driven assessments, importance of family and community engagement, and answers frequently asked questions about RtI.
Quality is Never an Accident: A Survey on the Total Quality Management Practices
This document summarizes a research paper that examines the implementation of Total Quality Management (TQM) practices among selected higher education institutions in the Philippines. The study surveyed 347 administrators from nine universities to assess adoption levels across eight TQM areas. It found high adoption of top management commitment, teaching/learning delivery, amenities, and customer satisfaction. However, strategic planning and data management showed more modest adoption. It also found significant differences between private universities and national/provincial institutions in management commitment and strategic planning. The findings provide implications for enhancing Philippine universities amidst changes in higher education.
Predictors of Success: Student Achievement in Schools
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
Uruguayan EFL Secondary School Teachers' Perceptions about SEL
This document summarizes a study on Uruguayan EFL secondary school teachers' perceptions of social emotional learning (SEL). The study found that teachers believe SEL is important for student achievement and behavior but feel they need more training and support to effectively integrate it. A survey of 65 teachers found they agree SEL skills can be taught and are open to training, though some lack experience implementing SEL. The study aims to provide professional development to help teachers integrate SEL. While teachers see benefits, they note limitations like lack of knowledge and support, implying more resources are needed for effective SEL integration.
Curriculum portfolio on best practices
This portfolio summarizes best practices in special education assessment and intervention. It discusses two key issues: Response to Intervention (RTI) and avoiding disproportionality in special education assessment. RTI uses multi-tiered interventions and assessments to identify student needs early. This avoids misplacing students in special education without adequate general education supports. The portfolio is intended to provide an exemplar for schools to reference in improving their special education practices and assessments. It suggests training practitioners in special education and general education to validate assessment data and avoid erroneous special education placements.
Impact Of Classroom Management Strategies On Students' Performance And Motiva...
Impact Of Classroom Management Strategies On Students' Performance And Motivational Outcome At Primary Level by Sumbal
A 8–Year Review and Lessons Learned from Federal Education Evaluations: 2002-...
This AEA presentation gives results from systematic review of all published reports from 2002 to 2009
Evaluation, Revision and Replanning.pptx
The document discusses the educational evaluation and planning processes in the Philippines. It describes how the country assesses the effectiveness of its education system through various mechanisms, including standardized testing, program and institutional evaluations, quality assurance, and policy and research evaluations. Educational planning involves regularly reviewing and updating curriculum, policies, infrastructure, and resources based on needs assessments, stakeholder input, and data analysis to ensure the education system meets evolving needs. Stakeholder engagement, monitoring and evaluation are emphasized throughout the replanning process.
Establishing Trust Between School Teachers and University Faculty
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
11212014_Skills_for_Success_Tooley_Bornfreund
Certain habits, mindsets, and non-technical skills are integral to academic, professional, and personal success. While early education programs focus on building these "skills for success" (SFS), most K-12 schools do not take a strong role in developing them. There are promising approaches for supporting SFS, but questions remain about how to effectively implement and assess them. Assessments of SFS could provide a more comprehensive understanding of students and help schools improve, but care must be taken with high-stakes testing of these skills. Policymakers should encourage schools to holistically support SFS through standards, educator training, and accountability systems.
School districts are in the process of adopting theResponse .docx
School districts are in the process of adopting the
Response to Intervention (RTI) approach to identify
and remediate academic and behavioral deficits. As
an integral member of the school behavior team, school
counselors must use data on individual interventions
to contribute to the data-based decision making process
in RTI. This article presents a method and rationale
to use behavioral observations to determine the effica-
cy of focused responsive services. It includes implica-
tions for school counseling practice.
I
n the years since the reauthorization of the
Individuals with Disabilities Education
Improvement Act (IDEA; U.S. Department of
Education, 2004), many school districts have adopt-
ed the Response to Intervention (RTI) approach to
addressing academic and behavioral difficulties as an
alternative to the traditional special education assess-
ment model (Shores, 2009). The passage of IDEA
2004 was noteworthy because it brought about a fun-
damental change in how students may be qualified for
special education services (Buffum, Mattos, & Weber,
2009). Under IDEA 2004, states are no longer
required to pursue the lengthy and controversial
process of identifying a severe discrepancy between
achievement and intellectual ability (Fletcher &
Vaughn, 2009). Instead, educators may use an RTI
process to identify and address learning and behavior
problems as quickly as possible in a child’s education.
Broadly defined, RTI is a school-wide, multi-
tiered approach requiring teachers and support per-
sonnel to implement school-wide, research-based
practices and frequently assess student progress in
two domains, academics and behavior. When a stu-
dent fails to respond to system-wide interventions,
small group or individual interventions are applied
with greater intensity. As members of school inter-
vention and student support teams, school coun-
selors have long contributed to the group of educa-
tors who hear concerns and formulate plans to sup-
port students at risk of school failure. Under IDEA
2004, school counselors, like other team members,
are now required to utilize data to drive this inter-
vention planning process for individual students.
Fortunately, the recent focus on accountability in
the counseling literature has equipped school practi-
tioners with the mindset and skills to collect and ana-
lyze data effectively (Astramovich, Coker, & Hoskins,
2005; Dahir & Stone, 2009; Dimmitt, 2010;
Dimmitt, Carey & Hatch, 2007; Loesch & Ritchie,
2009). In fact, the methods for analyzing school-wide
academic and behavioral indicators and engaging in
data-based decision making have been promoted as a
“new cornerstone of effective school counseling prac-
tice” (Poynton & Carey, 2006, p. 129). However,
fruitful participation in an RTI process at the more
intensive services level will require that school coun-
selors translate these systematic data-based skills to the
individual responsive services level.
The purpose of this article is to intro.
Similar to Executive Summary (20)
Panel Debate: An Uncertain Future - TEF, Retention, and Student Success
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Panel Debate: An Uncertain Future - TEF, Retention, and Student Success
Panel Debate: An Uncertain Future - TEF, Retention, and Student Success
Quality is Never an Accident: A Survey on the Total Quality Management Practices
Quality is Never an Accident: A Survey on the Total Quality Management Practices
Predictors of Success: Student Achievement in Schools
Predictors of Success: Student Achievement in Schools
Uruguayan EFL Secondary School Teachers' Perceptions about SEL
Uruguayan EFL Secondary School Teachers' Perceptions about SEL
Impact Of Classroom Management Strategies On Students' Performance And Motiva...
Impact Of Classroom Management Strategies On Students' Performance And Motiva...
A 8–Year Review and Lessons Learned from Federal Education Evaluations: 2002-...
A 8–Year Review and Lessons Learned from Federal Education Evaluations: 2002-...
Establishing Trust Between School Teachers and University Faculty
Establishing Trust Between School Teachers and University Faculty
School districts are in the process of adopting theResponse .docx
School districts are in the process of adopting theResponse .docx
Executive Summary
- 1. SACRED HEART UNIVERSITY Farrington College of Education School Readiness for Implementing Response to Intervention in a PreK-8 Urban Catholic School. DANIEL FERREIRA EXECUTIVE SUMMARY The purpose of this action research inquiry project at All Saints Catholic School in Norwalk CT was to assess faculty readiness to implement a Response to Intervention program. Through pre and post surveys the author examined the teacher’s responses to gauge their attitudes, perceptions, and previous experience with the RtI model. Data from an interview with the administration also illustrated anticipated challenges, expectations, and benefits when applying a new model with limited resources and funds. The study shows important components that administrators need to consider prior to making new changes to school policy and procedure. Participants in this project were the population of the entire faculty at All Saints. The participants consisted of 27 fulltime certified educators that teach Pre-K through 8th grade. The participants also included auxiliary certified staff that teaches music, art, and gym. Research questions focused on whether a school and its faculty could successfully implement an RtI program given the lack of district level support and resources. The author studied if RtI was still a viable option for the school even though faculty and staff were unfamiliar with this system and the school lacked resources to hire additional staff to lead pullout intervention sessions during the school year. Will professional development has an influence on teacher buy-in and faculty readiness to implement RtI? For the procedures, there were several phases in the project that were enacted. Phase1. The faculty members participate in a baseline survey asking them to read a series of statements then were asked to select if either they strongly agreed, agreed, disagree, or strongly disagreed. The survey included an open-ended question whereby the faculty was asked to write and thoughts, concerns, or challenges to RtI implementation. Phase 2. The principal of the school was also interviewed to gain the administration’s perception on RtI implementation and to see what benefits and or challenges the new program would bring. Phase 3. Next, the faculty participated in two professional development session pertaining to the RtI model and using these strategies in their instruction, assessment and evaluation practices. They were allowed two weeks to begin incorporating RtI strategies in their classrooms and to collaborate
- 2. with fellow teachers. The participants were then given the survey again to see if positive responses increased and confidence in using RtI practices grew. Data for analyses were calculated by using SURVEYMONKEY website to build and disseminate pre and post surveys. Answers were then compared to see if responses that exhibited confidence and positive perceptions increased. Themes from the responses were developed and placed into thematic categories. The results for the school produced the following highlights: Responses displayed a concern among faculty regarding whether proper training and support would be provided by the administration during implementation. 48% believed that having continuous training in RtI teaching strategies would contribute to successful implementation. Supplying effective PD prior to faculty resulted in positive responses in the post survey. Items measuring faculty climate towards RtI increased 35%. Responses in the post survey also increase in using RtI teaching strategies. Progress monitoring went from 70%-92% usage while Data Driven Instruction rose from 44% to 77%. Small flexible/group learning went from 67% to 85% and Formative Assessment went from 56% to 77%. Teacher buy-in is a significant component when attempting to implement a new model to the school. Without giving educators a change to engage in the new model, reluctance to change will increase. Initially in the first survey only 78% of faculty agreed or strongly agreed with the statement The climate in school regarding RTI is positive, however those responses increased significantly to a combined 100% in the second survey. Preliminary PD sessions on new models need to focus on pertinent information in which faculty members will be dealing with most. Too much information given to soon could confuse faculty as to what their new roles and responsibilities are. Faculty’s attitude towards taking initiative to learn more about RtI practices on their own, increased. 19% of the faculty either agreed or strongly agreed with the statement: I would like to learn more about RtI strategies. Agreement rose to 96% in post PD survey. Fidelity needs to be addressed to ensure successful implementation. There are some practical applications of this study. For example gauging the readiness of a faculty towards a new model will help the implementation process be more effective. Concerns among faculty can be identified and addressed during the process so that PD sessions can focus materials that help faculty the most. Future avenues of inquiry on this topic should examine parental and student feedback and perceptions. Procedures on how to present to students and parents their inclusion into the program and layout their added responsibilities.