The proposed study involves the use of mixed methodological research of a conceptual model of Response to Intervention (RTI) as an instructional process aimed at increasing student achievement and thus reducing the achievement gap. The study aims to examine the relationship between implementation of a district-wide systematic process of Response to Intervention (RTI) in reading and student achievement in middle school. Embedded in this model is the possible impact of staff perception on fidelity of implementation. The construct of RTI employed in this study is the hybrid approach, which was developed from the modern standard protocol and problem-solving approaches, both which were born from the historical models of RTI developed by Bergan and Deno (Batsche et al., 2006). A conceptual framework was developed to conceptualize the required components of a systematic process of RTI with an academic focus, staff perceptions of the implementation process, and the potential impact on student achievement.
|Advisor:||Olivier, Dianne F.|
|Commitee:||Dick, Steven J., Hoffman, Sharon|
|School:||University of Louisiana at Lafayette|
|School Location:||United States -- Louisiana|
|Source:||DAI-A 76/11(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Educational leadership, Middle School education|
|Keywords:||Achievement gap, Response to intervention, Student achievement|
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