The effects of Tennessee’s Response to Instruction and Intervention (RTI2) framework were evaluated to determine the impact on one middle Tennessee public school district. General education teacher’s beliefs, student achievement, and special education referral and eligibility data was assessed before, during, and after implementation. Results indicate that teacher’s beliefs were mixed and varied according to the time participants were surveyed. Significant achievement differences were found on TVAAS math fifth grade, TVAAS reading fourth grade, and STAR reading and math scores. Practical significance was noted for students referred and made eligible for special education. A recommendation that RTI² supports student achievement and decrease special education services was derived, while teacher’s indicated a greater need for implementation support.
|Commitee:||Bittinger, Karl, Frederick, Heidi, Patterson, Alice, Pusey, Stephen|
|School:||Trevecca Nazarene University|
|School Location:||United States -- Tennessee|
|Source:||DAI-A 78/01(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Education Policy, Education|
|Keywords:||RTI, RTI2, Response to instruction and intervention, Response to intervention, Tennessee|
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