Date of Award:

5-2010

Document Type:

Dissertation

Degree Name:

Doctor of Education (EdD)

Department:

School of Teacher Education and Leadership

Department name when degree awarded

Emma Eccles Jones School of Teacher Education and Leadership

Committee Chair(s)

Barry Franklin

Committee

Barry Franklin

Committee

Donna Gilbertson

Committee

Charles Salzberg

Committee

George Hruby

Committee

Kay Camperell

Abstract

The purpose of the present study was to record Cedar Middle School's (CMS) response to intervention implementation journey. It is a qualitative case study that examines one school's efforts to bring school improvements under the response to inventory (RtI) umbrella in order to achieve a more systematic approach to providing high-quality educational services to every student enrolled at CMS. Participants included the 10 members of the school's Student Success Team along with the principal and assistant principal. The recorded journey included: (a) a description of the RtI consensus and infrastructure-building processes, (b) an exploration of the SST perceptions of school-wide intervention efforts both past and present, (c) a review of the school's accomplishments and the barriers to implementation encountered, and (d) the implications for further school improvement efforts and research. Participants submitted to interviews, observations, and focus group meetings. Although the purpose of the study was not to measure program effectiveness, preliminary data are included that report the school's efforts toward systems change was helpful for students and is having a positive effect on student performance in reading comprehension. Participants were also able to share anecdotal evidence of increased student motivation and other behavioral changes that were natural consequences of their efforts. This evidence is reported in the narrative found in Chapters IV and V. Conclusions were based on participant input, recorded measures, and analyses conducted as part of the present study. Cautions were also discussed, including the limitations and delimitations. Finally, implications of the present study were provided for RtI and the field of schoolwide systematic interventions and support.

Checksum

7e8706711068a16024138679874129ea

Comments

This work was revised and made publicly available electronically on July 19, 2011

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