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The effect of the implementation of ...

Washington, Chris.

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The effect of the implementation of a response to Intervention model on grade 9--12 student achievement/behaviors.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effect of the implementation of a response to Intervention model on grade 9--12 student achievement/behaviors./
Author:	Washington, Chris.
Description:	175 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.
Contained By:	Dissertation Abstracts International75-12A(E).
Subject:	Education policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3633001
ISBN:	9781321124224

The effect of the implementation of a response to Intervention model on grade 9--12 student achievement/behaviors.
Washington, Chris.

The effect of the implementation of a response to Intervention model on grade 9--12 student achievement/behaviors. - 175 p.

Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.

Thesis (Ph.D.)--Capella University, 2014.

This item must not be sold to any third party vendors.

The purpose of this quantitative descriptive study was to determine what, if any, difference existed in student achievement in English and biology for a high school employing a Response to Intervention (RtI) process in reading instruction versus a high school that used the school district's regular reading instructional program. This study examined the variations of the school implementing the RtI model and the schools that do not implement the intervention model to determine the main effects that this intervention model had on student achievement. The population of the schools included a suburban school with approximately 890 students in Grades 9--12, and two suburban schools with 1,377 students in Grades 10--12; and 440 students in Grade 9. Three research questions guided the study. Research Questions 1, 2, and 3 involved the treatment group (n = 890), and the control group ( n = 1,377; n = 440). The students in the treatment group received strategic, focused, and intensive small-group and one-toone instruction according to the strategic instructional group they qualified for (Tier 1, Tier 2, or Tier 3), and were compared with the control groups (n = 1,377), and (n = 440), who did not receive interventions but remained in the regular education classroom. The study did show a significant difference between the mean gain scores of the treatment group and the control group, the students in the treatment group showed a positive response to the RtI interventions administered. There was evidence of significant increase in academic performance on the state Subject Area Testing Program tests during the three years of the RtI implementation.

ISBN: 9781321124224Subjects--Topical Terms:

2191387
Education policy.

The effect of the implementation of a response to Intervention model on grade 9--12 student achievement/behaviors.
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500 $a Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.
500 $a Adviser: Cassandra A. Jenkins.
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506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this quantitative descriptive study was to determine what, if any, difference existed in student achievement in English and biology for a high school employing a Response to Intervention (RtI) process in reading instruction versus a high school that used the school district's regular reading instructional program. This study examined the variations of the school implementing the RtI model and the schools that do not implement the intervention model to determine the main effects that this intervention model had on student achievement. The population of the schools included a suburban school with approximately 890 students in Grades 9--12, and two suburban schools with 1,377 students in Grades 10--12; and 440 students in Grade 9. Three research questions guided the study. Research Questions 1, 2, and 3 involved the treatment group (n = 890), and the control group ( n = 1,377; n = 440). The students in the treatment group received strategic, focused, and intensive small-group and one-toone instruction according to the strategic instructional group they qualified for (Tier 1, Tier 2, or Tier 3), and were compared with the control groups (n = 1,377), and (n = 440), who did not receive interventions but remained in the regular education classroom. The study did show a significant difference between the mean gain scores of the treatment group and the control group, the students in the treatment group showed a positive response to the RtI interventions administered. There was evidence of significant increase in academic performance on the state Subject Area Testing Program tests during the three years of the RtI implementation.
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