{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/64281"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/64281","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"School-Wide Effects of Implementing Response to Intervention in Virginia Middle Schools","abstract":"The purpose of this study was to measure the association between school-wide student achievement on the English and mathematics Standards of Learning (SOL) tests and the degree of implementation and length of time implementing Response to Intervention (RTI) in Virginia middle schools. Recognizing that RTI is a complex process (Fuchs and Deshler, 2007; Mellard, Frey, and Woods, 2012; Mellard, McKnight, and Jordan, 2010; VanDerHeyden, Witt, and Barnett, 2005), some middle schools may experience uneven degrees of implementation in their attempts to adopt the RTI model (Mellard, Frey, and Woods, 2012). Principals serving grades 6 through 8 exclusively in Virginia were surveyed using an adapted version of the Self Assessment of Problem Solving Implementation (Castillo, J., Batsche, G., Curtis, M., Stockslage, K., March, A., and Minch, D., 2010), a Likert-like scale, to determine the degree of RTI implementation and the length of time the school had been implementing RTI. The school's implementation score and the number of years the schools had been implementing RTI were regressed against the school's school-wide scaled scores on the Standards of Learning (SOL) tests in English and mathematics. Analysis of the association between Response to Intervention implementation levels and the number of years a school had implemented Response to Intervention failed to reveal significant findings on student achievement in reading. RTI implementation levels showed a significant negative association with mathematics SOL scaled scores in the participating middle schools.","abstract_html":"The purpose of this study was to measure the association between school-wide student achievement on the English and mathematics Standards of Learning (SOL) tests and the degree of implementation and length of time implementing Response to Intervention (RTI) in Virginia middle schools. Recognizing that RTI is a complex process (Fuchs and Deshler, 2007; Mellard, Frey, and Woods, 2012; Mellard, McKnight, and Jordan, 2010; VanDerHeyden, Witt, and Barnett, 2005), some middle schools may experience uneven degrees of implementation in their attempts to adopt the RTI model (Mellard, Frey, and Woods, 2012). Principals serving grades 6 through 8 exclusively in Virginia were surveyed using an adapted version of the Self Assessment of Problem Solving Implementation (Castillo, J., Batsche, G., Curtis, M., Stockslage, K., March, A., and Minch, D., 2010), a Likert-like scale, to determine the degree of RTI implementation and the length of time the school had been implementing RTI. The school's implementation score and the number of years the schools had been implementing RTI were regressed against the school's school-wide scaled scores on the Standards of Learning (SOL) tests in English and mathematics. Analysis of the association between Response to Intervention implementation levels and the number of years a school had implemented Response to Intervention failed to reveal significant findings on student achievement in reading. RTI implementation levels showed a significant negative association with mathematics SOL scaled scores in the participating middle schools.","abstract_has_math":false,"creators":["Daniel, David S."],"institution":"Virginia Tech","degree_name":"Ed. D.","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Educational Leadership and Policy Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":["Price, Ted S."],"committee_members":["Cash, Carol S.","Hedrick, Sandra I.","Mallory, Walter D."],"year":2015,"date_issued":"2015-12-03","date_published":"2015-12-03","updated_at":"2026-07-22T22:20:00Z","subjects":["Response to Intervention","Middle School","Secondary Schools","School Improvement","Achievement Gap"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:6406"],"render_values":[{"text":"vt_gsexam:6406","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/64281","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Price, Ted S."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Cash, Carol S.","Hedrick, Sandra I.","Mallory, Walter D."]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership and Policy Studies"]},{"key":"dc:creator","label":"Author","values":["Daniel, David S."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-12-04T09:00:42Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-12-04T09:00:42Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-12-03"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed. D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Response to Intervention","Middle School","Secondary Schools","School Improvement","Achievement Gap"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:6406"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/64281"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to measure the association between school-wide student achievement on the English and mathematics Standards of Learning (SOL) tests and the degree of implementation and length of time implementing Response to Intervention (RTI) in Virginia middle schools. Recognizing that RTI is a complex process (Fuchs and Deshler, 2007; Mellard, Frey, and Woods, 2012; Mellard, McKnight, and Jordan, 2010; VanDerHeyden, Witt, and Barnett, 2005), some middle schools may experience uneven degrees of implementation in their attempts to adopt the RTI model (Mellard, Frey, and Woods, 2012). Principals serving grades 6 through 8 exclusively in Virginia were surveyed using an adapted version of the Self Assessment of Problem Solving Implementation (Castillo, J., Batsche, G., Curtis, M., Stockslage, K., March, A., and Minch, D., 2010), a Likert-like scale, to determine the degree of RTI implementation and the length of time the school had been implementing RTI. The school's implementation score and the number of years the schools had been implementing RTI were regressed against the school's school-wide scaled scores on the Standards of Learning (SOL) tests in English and mathematics. Analysis of the association between Response to Intervention implementation levels and the number of years a school had implemented Response to Intervention failed to reveal significant findings on student achievement in reading. RTI implementation levels showed a significant negative association with mathematics SOL scaled scores in the participating middle schools."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. D."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["School-Wide Effects of Implementing Response to Intervention in Virginia Middle Schools"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Price, Ted S."],"dc:contributor.committeemember":["Cash, Carol S.","Hedrick, Sandra I.","Mallory, Walter D."],"dc:contributor.department":["Educational Leadership and Policy Studies"],"dc:creator":["Daniel, David S."],"dc:date.accessioned":["2015-12-04T09:00:42Z"],"dc:date.available":["2015-12-04T09:00:42Z"],"dc:date.issued":["2015-12-03"],"dc:description.abstract":["The purpose of this study was to measure the association between school-wide student achievement on the English and mathematics Standards of Learning (SOL) tests and the degree of implementation and length of time implementing Response to Intervention (RTI) in Virginia middle schools. Recognizing that RTI is a complex process (Fuchs and Deshler, 2007; Mellard, Frey, and Woods, 2012; Mellard, McKnight, and Jordan, 2010; VanDerHeyden, Witt, and Barnett, 2005), some middle schools may experience uneven degrees of implementation in their attempts to adopt the RTI model (Mellard, Frey, and Woods, 2012). Principals serving grades 6 through 8 exclusively in Virginia were surveyed using an adapted version of the Self Assessment of Problem Solving Implementation (Castillo, J., Batsche, G., Curtis, M., Stockslage, K., March, A., and Minch, D., 2010), a Likert-like scale, to determine the degree of RTI implementation and the length of time the school had been implementing RTI. The school's implementation score and the number of years the schools had been implementing RTI were regressed against the school's school-wide scaled scores on the Standards of Learning (SOL) tests in English and mathematics. Analysis of the association between Response to Intervention implementation levels and the number of years a school had implemented Response to Intervention failed to reveal significant findings on student achievement in reading. RTI implementation levels showed a significant negative association with mathematics SOL scaled scores in the participating middle schools."],"dc:description.degree":["Ed. D."],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:6406"],"dc:identifier.uri":["http://hdl.handle.net/10919/64281"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Response to Intervention","Middle School","Secondary Schools","School Improvement","Achievement Gap"],"dc:title":["School-Wide Effects of Implementing Response to Intervention in Virginia Middle Schools"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ed. D."],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:00Z"}