The intersection of No Child Left Behind (2002) and the reauthorization of the Individuals with Disabilities Education Act (2004) made it necessary for educators to examine achievement trends within their schools and implement a Response to Intervention (RTI) program. This study examines the achievement trends in one school district since its implementation of a RTI program. To provide a clear perspective, this mixed-methods study includes both quantitative and qualitative data for analysis. The student data and teacher focus group responses indicate that while RTI efforts are having a positive impact on student achievement, it would appear that RTI alone is not sufficient to close the achievement gap in this particular school. An action plan for moving the school district forward in its RTI efforts is provided.
|Commitee:||Meinz, Elizabeth, Puchner, Laurie|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||DAI-A 74/12(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Special education, Literacy, Reading instruction|
|Keywords:||Achievement, Reading intervention, Response to intervention (RtI)|
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