The Change Plan study reflects an extended interest originating from the Saleem (2019) program evaluation study. The Saleem (2019) program evaluation revealed the absence of critical elements used to mobilize RtI supports and trigger adjustments to Tier II level interventions. Following the program evaluation were two meaningful action research activities including efforts of elevating the RtI framework and improving data collection forms. The plausibility of deep rooted factors continuing to exist in current RtI operations prompted research efforts of the Change Plan. Using Wagner’s 4C’s “As Is” and “To Be”diagnostic tools provided a lens into RtI orientations and sustained behaviors since its initial inception. Research design tools including a self-report survey revealed RtI practices were loosely aligned to the needs of the district.
","abstract_html":"<p>The Change Plan study reflects an extended interest originating from the Saleem (2019) program evaluation study. The Saleem (2019) program evaluation revealed the absence of critical elements used to mobilize RtI supports and trigger adjustments to Tier II level interventions. Following the program evaluation were two meaningful action research activities including efforts of elevating the RtI framework and improving data collection forms. The plausibility of deep rooted factors continuing to exist in current RtI operations prompted research efforts of the Change Plan. Using Wagner’s 4C’s “As Is” and “To Be”diagnostic tools provided a lens into RtI orientations and sustained behaviors since its initial inception. Research design tools including a self-report survey revealed RtI practices were loosely aligned to the needs of the district.</p>","abstract_has_math":false,"creators":["Saleem, Tammy"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Lea Ott"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-04-01T07:00:00Z","date_published":"2020-04-01T07:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["RtI framework","change plan","organizational plan","expanding data skill sets","Tier II","district leadership","high expectations","change norms","awareness of talent leaving and arriving into the district","Education","Educational Administration and Supervision","Educational Leadership","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/450","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lea Ott"]},{"key":"dc:creator","label":"Author","values":["Saleem, Tammy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-04-28T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["RtI framework","change plan","organizational plan","expanding data skill sets","Tier II","district leadership","high expectations","change norms","awareness of talent leaving and arriving into the district","Education","Educational Administration and Supervision","Educational Leadership","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/450"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The Change Plan study reflects an extended interest originating from the Saleem (2019) program evaluation study. The Saleem (2019) program evaluation revealed the absence of critical elements used to mobilize RtI supports and trigger adjustments to Tier II level interventions. Following the program evaluation were two meaningful action research activities including efforts of elevating the RtI framework and improving data collection forms. The plausibility of deep rooted factors continuing to exist in current RtI operations prompted research efforts of the Change Plan. Using Wagner’s 4C’s “As Is” and “To Be”diagnostic tools provided a lens into RtI orientations and sustained behaviors since its initial inception. Research design tools including a self-report survey revealed RtI practices were loosely aligned to the needs of the district.
"]},{"key":"dc:title","label":"Title","values":["Elevating The Response To Intervention Framework: Positioning Data To Forge Change Needed For Stronger RTI Practices"]}]}],"canonical_facts":{"dc:contributor":["Lea Ott"],"dc:creator":["Saleem, Tammy"],"dc:date.available":["2020-04-28T07:00:00Z"],"dc:description.abstract":["The Change Plan study reflects an extended interest originating from the Saleem (2019) program evaluation study. The Saleem (2019) program evaluation revealed the absence of critical elements used to mobilize RtI supports and trigger adjustments to Tier II level interventions. Following the program evaluation were two meaningful action research activities including efforts of elevating the RtI framework and improving data collection forms. The plausibility of deep rooted factors continuing to exist in current RtI operations prompted research efforts of the Change Plan. Using Wagner’s 4C’s “As Is” and “To Be”diagnostic tools provided a lens into RtI orientations and sustained behaviors since its initial inception. Research design tools including a self-report survey revealed RtI practices were loosely aligned to the needs of the district.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/450"],"dc:subject":["RtI framework","change plan","organizational plan","expanding data skill sets","Tier II","district leadership","high expectations","change norms","awareness of talent leaving and arriving into the district","Education","Educational Administration and Supervision","Educational Leadership","Teacher Education and Professional Development"],"dc:title":["Elevating The Response To Intervention Framework: Positioning Data To Forge Change Needed For Stronger RTI Practices"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:57Z"}