Browsing by Subject "RtI"
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Item A Change to RTI(2011) Kokotovich, Kelly; Hughes, Trudie; Nierengarten, GerryThe survey designed for this study was meant to examine teacher's satisfaction with their current method for determining eligibility for learning disabilities as well as gaining more insight into what interventions they currently take part in for this process. The current process being used by the schools participating is the severe discrepancy method in which a student of evaluated is given an IQ assessment as well as a formal academic assessment to see if there is a large enough difference between the two assessments to make the statement that a severe discrepancy exists. The survey also addressed the same teacher's knowledge of RtI and their thoughts on what this method would require from them. All participants that participated in this study are from one school district in southern Minnesota that is currently at the beginning stages of implementing RtI in their schools.Item General educators’ experience with response to intervention.(2010-05) Higbea, Ryan DavidSince the reauthorization of the Individual with Disabilities Education Act (IDEA) in 2004, “Response to Intervention” (RtI) has permeated the field of education. With this new educational framework, general classroom teachers are taking on many new responsibilities. They are teaching more than just core reading instruction and using assessments in ways that they did not before RtI. RtI also requires that they collaborate more intensely and participate in staff developments more intently. The current study aims to focus on classroom teachers and describing their experiences. The researcher provides a review of literature concerning RtI and specific implications for the context studied and includes a summary of descriptive research design. Using the framework created by the literature review, the author describes the experiences of fifteen classroom teachers in an early total immersion program. To conclude, the author specifies limitations of the study, as well as implications for practitioners and researchers.