Date of Award

1-1-2020

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational and Counseling Psychology

Program

Educational Psychology and Methodology

Content Description

1 online resource (x, 132 pages) : color illustrations.

Dissertation/Thesis Chair

Kevin Quinn

Committee Members

Bruce Saddler, Kim Colvin

Keywords

Multi-Level Prevention System, Practitioner perceptions, Progress Monitoring, Response to Intervention, Screening, Self-reporting implementation, Response to intervention (Learning disabled children), Effective teaching, Remedial teaching, Inclusive education, School improvement programs

Subject Categories

Educational Psychology

Abstract

The New York State Education Department required that all school districts implement Response to Intervention by July 1, 2012. Given that measurable change can be expected between one and three years after prioritizing actions of change, this study will examine the level to which the Response to Intervention framework is being prioritized in New York schools and districts. Specifically, this study will examine practitioner self-reported perception of implementation to determine the extent to which school districts participating in a statewide personnel development project incorporate the four components of RtI including, multi-level prevention system, screening, progress monitoring and data-based decision making.

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