An analysis of the implementation of the Response to Intervention (RTI) model in a central California school district

<p>Response to Intervention (RD) has been shown to be an effective method for the identification and remediation of poor readers especially in the early grades. Given the extensive advantages of RTI school districts across the country are interested in adopting such a model however very little research in this area has been completed. This case study sought to discover how one school district in California successfully completed the task of adopting and implementing an RTI program with relatively few complications. Themes from interviews and documents revealed that adoption and implementation of the RTI model closely followed Rogers Diffusion of Innovation theory. Among other findings it is also suggested that teachers are more likely to support innovation when they consider themselves part of a team and when they feel their students will benefit from the innovation. Several practical implications regarding the adoption of and implementation of an RTI program are discussed. These include the development of teams to research and garner support for the program as well as administrative techniques such as allowing staff to modify the program to make it their own.</p>

Name thesis:degree_name

Doctor of Education (Ed.D.)

Level thesis:degree_level

Dissertation - Pacific Access Restricted

Discipline thesis:degree_discipline

Educational Administration and Leadership

Year dc:date.available

2012

Author dc:creator

• Hansen, Judy E.

Contributors dc:contributor

• Delores McNair

• Educational leadership
• School administration
• Education
• California
• Learning center
• Response to intervention (RtI)
• School district
• Educational Administration and Supervision

Licence

• http://rightsstatements.org/vocab/InC/1.0/

Identifier

9781267506771

OAI identifier oai:identifier

oai:scholarlycommons.pacific.edu:uop_etds-1085