The Relationship Between Organizational Culture and the Implementation of Response to Intervention in One Elementary School PDF Download
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Author: Lynn M. Methner
Publisher:
ISBN:
Category : Culture
Languages : en
Pages : 135
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Book Description
This study investigated the relationship between organizational culture and the implementation of Response to Intervention in one elementary school. It examined issues corresponding to change within a system, with particular attention to those relating to school culture. An ethnographic approach was used to gather data, including the collection of artifacts, observations, and interviews. This study found that the implementation of RTI presents numerous organizational, school culture, and leadership challenges. At the organizational level, RTI affects the entire district by changing the instructional focus to include early intervening services and the process by which students are found eligible for special education. This impacts multiple aspects of the school: scheduling, the use of instructional staff, student placement in classes, budget issues, and professional development for staff. These organizational issues present a significant challenge for a district facing a serious financial crisis. School culture plays a significant role in what is valued by the organization. Schools are a collection of individuals and their relationships with others. It is through these relationships and shared understanding that school culture is preserved. The school culture at Newberry is one of collaboration and teamwork; their relationships and shared values led to the successful implementation of RTI. Schools are a microcosm of the community. While schools share numerous elements, each school culture is unique. To understand a group of people, it is important to understand the contextual elements that influence individual and institutional behaviors (Schein, 1992). The village of Newberry has a unique history of rugged pioneerism and an interdependent relationship with state institutions that has influenced the school culture. The staff was able to recognize the cultural and economic benefits of state institutions and their influence on the make-up of the community and school population, which resulted in a school climate conducive to implementing RTI. This study found that school leadership plays a significant role in the implementation of RTI. Newmann (1996) found that in the majority of schools studied, the school's ability to sustain new practices was largely dependent on the principal's leadership. This study found that one reason the staff at Newberry was able to successfully implement RTI was the support and leadership from the school administration.
Author: Lynn M. Methner
Publisher:
ISBN:
Category : Culture
Languages : en
Pages : 135
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Book Description
This study investigated the relationship between organizational culture and the implementation of Response to Intervention in one elementary school. It examined issues corresponding to change within a system, with particular attention to those relating to school culture. An ethnographic approach was used to gather data, including the collection of artifacts, observations, and interviews. This study found that the implementation of RTI presents numerous organizational, school culture, and leadership challenges. At the organizational level, RTI affects the entire district by changing the instructional focus to include early intervening services and the process by which students are found eligible for special education. This impacts multiple aspects of the school: scheduling, the use of instructional staff, student placement in classes, budget issues, and professional development for staff. These organizational issues present a significant challenge for a district facing a serious financial crisis. School culture plays a significant role in what is valued by the organization. Schools are a collection of individuals and their relationships with others. It is through these relationships and shared understanding that school culture is preserved. The school culture at Newberry is one of collaboration and teamwork; their relationships and shared values led to the successful implementation of RTI. Schools are a microcosm of the community. While schools share numerous elements, each school culture is unique. To understand a group of people, it is important to understand the contextual elements that influence individual and institutional behaviors (Schein, 1992). The village of Newberry has a unique history of rugged pioneerism and an interdependent relationship with state institutions that has influenced the school culture. The staff was able to recognize the cultural and economic benefits of state institutions and their influence on the make-up of the community and school population, which resulted in a school climate conducive to implementing RTI. This study found that school leadership plays a significant role in the implementation of RTI. Newmann (1996) found that in the majority of schools studied, the school's ability to sustain new practices was largely dependent on the principal's leadership. This study found that one reason the staff at Newberry was able to successfully implement RTI was the support and leadership from the school administration.
Author: Michael J. Giurlando
Publisher:
ISBN:
Category : Elementary school teaching
Languages : en
Pages : 356
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Book Description
"The purpose of this qualitative case study was to understand how participants in an urban elementary school in New Mexico experienced the implementation of a multi-tiered Response to Intervention (RTI) system. More specifically, this research provided an opportunity to examine the latter stages of a long-term RTI implementation effort. The following three research questions guided this study: 1) How did an urban elementary school in New Mexico implement an integrated RTI model? 2) How did implementation of an integrated RTI framework change teaching practices in an urban elementary school in New Mexico? 3) How did implementation of an integrated RTI framework change leadership practices in an urban elementary school in New Mexico? Data were collected from fourteen individual interviews, one focus group, documents from the case site, and observations of school based teams, like grade level, SAT and CTTs, and professional development meetings. Participants selected for the study represented members from across the elementary school organization, including those who held leadership roles relating to the RTI implementation. Data were analyzed through a general inductive approach and a constant comparison process that further facilitated the emergence of meaningful study findings. In answering the first research question, a case narrative described the phases of the integrated RTI implementation that were chronicled by the teachers and administrators responsible for carrying out this initiative. The findings, from the second and third research questions, revealed that teaching and leadership practices were both impacted over the course of RTI implementation at the case site. As a result, teaching practices shifted to incorporate more individualized instruction, improved cooperation among stakeholders, and greater reliance on data for progress monitoring and refining of instructional practices. Changes in leadership practices yielded a unified vision for school improvement: a culture of increased support and a restructuring of personnel to better serve students' needs. From the findings, the following four conclusions were developed: 1) RTI prompted an increase in individualized instruction, which required a change in teaching mindset; 2) fundamental communication pathways and team structures were altered, resulting in greater collaboration across stakeholders; 3) teachers became more evidence-based and data-driven in their thinking and practice; and 4) the school community developed a heightened sense of internal accountability"--Author's abstract.
Author: Shane R. Jimerson
Publisher: Springer
ISBN: 1489975683
Category : Psychology
Languages : en
Pages : 737
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Book Description
The Second Edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars and scientist-practitioners to provide a highly usable guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students’ reading, writing, oral, and math skills. New and revised chapters explore crucial issues, define key concepts, identify topics warranting further study, and address real-world questions regarding implementation. Key topics include: Scientific foundations of RTI Psychometric measurement within RTI RTI and social behavior skills The role of consultation in RTI Monitoring response to supplemental services Using technology to facilitate RTI RTI and transition planning Lessons learned from RTI programs around the country The Second Edition of the Handbook of Response to Intervention is an essential resource for researchers, graduate students, and professionals/scientist-practitioners in child and school psychology, special and general education, social work and counseling, and educational policy and politics.
Author: Jessica Djabrayan
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 162
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Book Description
Author: Austin Buffum
Publisher: Solution Tree Press
ISBN: 1935543679
Category : Education
Languages : en
Pages : 202
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Book Description
The sequel to Pyramid Response to Intervention advocates that a successful RTI model begins by asking the right questions to create a fundamentally effective learning environment for every student. RTI is not a series of implementation steps, but rather a way of thinking. Understand why bureaucratic, paperwork-heavy, compliance-oriented, test-score-driven approaches fail. Then learn how to create a focused RTI model that works.
Author: Jessica Suhrheinrich
Publisher: Guilford Press
ISBN: 1609182413
Category : Education
Languages : en
Pages : 269
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Book Description
"Classroom Pivotal Response Teaching, or CPRT, was developed to help meet the educational needs of young children with autism. CPRT (originally called Pivotal Response Training or Treatment) is a form of naturalistic behavioral intervention, based on theprinciples of applied behavior analysis (ABA), and is soundly supported in the scientific literature. This manual will describe the components of CPRT and how to implement the approach in your classroom. Although this manual is geared primarily toward preschool through grade 3 teachers, CPRT strategies can be used by a variety of professionals. Speech and language pathologists, occupational therapists, behavior specialists, psychologists and other teaching professionals may all find CPRT a valuable strategy. Additionally, the techniques in this manual may be useful with typically developing children and those with a variety of special needs. Most children can benefit from this structured, systematic approach that utilizes naturally occurring teaching opportunities. One of the strengths of this approach is that it is adaptable to a wide range of teaching goals and service settings. All who teach are encouraged to integrate CPRT into their existing strategies as often as possible"--Provided by publisher.
Author: Nancy Teola Barker
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Kendra Lynn
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 316
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Book Description
The purpose of this study was to determine the relationship between school culture, teacher perceptions of professional learning community (PLC) implementation, and student achievement in elementary schools in a large school district in South Carolina. The theoretical framework for this study (the School Culture Survey [SCS] and Professional Learning Community Assessment-Revised [PLCA-R] survey instruments) were utilized along with interviews to collect data. Two elementary schools were studied, and a total of nine survey responses were collected. In order to further describe the survey data, 11 interviews were conducted. Descriptive statistics were utilized to analyze data. Due to the limited responses, this study has no statistical significance, but trends were visible between the two schools studied. Based on the results, the researcher recommends that this study be replicated with additional schools within the district. The researcher also recommends that schools administer the SCS to schools to identify the culture of schools and areas for improvement first. Then, it is recommended that ongoing professional learning opportunities be offered on the benefits and expectations of PLCs.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 628
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Book Description
Author: Rachel Brown-Chidsey
Publisher: Guilford Press
ISBN: 1606239244
Category : Psychology
Languages : en
Pages : 225
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Book Description
This bestselling work provides practitioners with a complete guide to implementing response to intervention (RTI) in schools. The authors are leading experts who explain the main components of RTI--high-quality instruction, frequent assessment, and data-based decision making--and show how to use it to foster positive academic and behavioral outcomes for all students. Implementation procedures are described in step-by-step detail. In a large-size format to facilitate photocopying, the book includes reproducible planning and implementation worksheets. The companion website features an accompanying PowerPoint presentation for use in RTI training. New to this Edition *Includes extensive new research that reflects the increasing adoption of RTI nationwide. *Expanded to include behavioral interventions. *Chapter on effective instructional practices for general education. *Chapter on implementation at the whole-school and district levels. *Chapter featuring multiple intervention case studies. See also Assessment for Intervention, Second Edition, which details a wide range of assessment procedures ideal for implementation in an RTI framework. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
