A school district in southern California mandated the implementation of Response to Intervention (RtI) in order to better meet the needs of all district students. RtI is a proven approach to ameliorating academic and behavioral difficulties. It provides a logical structure for allocating instructional resources to utilize research-based effective instructional practices, identify students with learning disabilities, and collaborate between general and special education to benefit all students. In order to continue to provide effective professional development for teachers and thus improve the chances of successful implementation, district administrators needed feedback about the process of implementation and concerns of teachers. The purpose of this program evaluation study was to identify the perceptions, concerns, and level of acceptance of teachers toward the implementation of RtI, in order to provide more effective professional development in the future. A survey was used to understanding the impact of this potentially significant change by measuring the user group's overall perception and level of acceptance. The survey used was the Stages of Concern (SoC) survey from the Concerns Based Adoption Model (CBAM). This study was designed to investigate the following: (a) the composite Stages of Concern Questionnaire (SoCQ) profile of teachers in regard to the overall perceptions and level of acceptance by the users in the implementation of RtI; (b) the overall perceptions and level of acceptance of teachers in regard to the implementation of RtI related to selected demographic characteristics of the employees, with respect to job location (elementary site or secondary site); (c) other issues or concerns seen as significant to the teachers, as determined by the responses to the open-ended questions (see Appendix A and Appendix B). Teachers' perceptions of changes taking place play a critical role in RtI implementation and its impact on student success. Considering this, understanding the impact of such potentially significant change by measuring teachers' overall perception and level of acceptance could be a key component in providing guidance for future implementations. This understanding can also facilitate the development of appropriate professional development to enhance the acceptance and implementation of RtI.
|Commitee:||Kayrell, Barry, Purrington, Linda|
|School Location:||United States -- California|
|Source:||DAI-A 73/08(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education Policy|
|Keywords:||Concerns based adoption model, Interventions, Professional development, Response to intervention, Teacher perceptions|
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