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This study was designed to evaluate the effects of a Concrete Representational Abstract (CRA) instructional model on Tier 2 first-grade mathematics students in a Response to Intervention model. Twelve students were instructed three times a week using the Expeditions to Numeracy program. The Test of Early Mathematics Ability-3rd edition results overwhelmingly indicated dramatic student growth. A t-test, which included all twelve students in the study, was found to be statistically significant (t=5.79, p<.01). The effects of a CRA instructional model on students' computational fluency were measured through the use of the curriculum based assessments given weekly to all first-grade students. Only those students who had not yet met the first-grade benchmark were included in the analysis of growth over time. All intervention students showed significant growth on their CBM scores throughout the study, exceeding the recommended weekly growth of 0.35. Two-thirds of the students exceed the recommended growth by two or more points. A single-subject analysis of the CBM data all indicated the strong student growth. The analyses of the student growth on the CBMs, as well as the variables that affect this change, were also analyzed using Growth Curve Modeling. The final model of analysis indicated the treatment group's slope was statistically significantly greater than the slope for other members of the study, including those students progressing at a typical first-grade level and therefore not eligible for services. These results indicate a statistically significant affect of a CRA instructional model when used with Tier 2 students in a Response to Intervention Model on students' computational fluency and mathematical achievement. / CITE/Mathematics and Science Education

The current research study examined one district's journey through Response to Intervention (RtI) implementation. RtI is a program, now written into federal legislation (IDEIA, 2004; NCLB, 2002), that allows school districts to intervene with additional research-based education resources for struggling students. Districts are able to do this as a means of intervention prior to referral to special education in addition to identifying a student as eligible for special education services. The literature guiding districts through the RtI implementation process describes the components of RtI (Fuchs & Fuchs, 2006; Fuchs & Fuchs, 2007) but lacks empirical research to establish the effectiveness of RtI in terms of student achievement. This dissertation seeks to add to the current literature by examining student outcomes before and after implementation of an RtI framework, analyzing the use of assessments to determine student placement into intervention services, and noting the perceptions of teachers during implementation. The results of this study will assist school districts by presenting student data trends that occurred before and after implementation, which may affect district practices and policy. In addition, implications for future research are discussed. / Educational Psychology

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. / Ed. D.

As school divisions across the country toil with closing achievement gaps and work towards finding a comprehensive approach to meeting the needs of all learners, many have turned to the implementation of multi-tiered response to intervention (RTI) models. While RTI initially surfaced as an alternative to the IQ discrepancy model used to identify students with specific learning disabilities, it is now being used by school divisions as a systemic framework for responding to the needs of all students. The difficulty, however, for many school divisions as they move forward with the implementation of such a model is the conceptualization of what RTI should look like, especially at the middle school level. The purpose of this study is to assess and compare the perceptions of faculty and staff (teachers, counselors, school psychologists, and social workers), and administrators at two middle schools in the same school division regarding the fidelity of implementation of key RTI components in their schools. The study utilized school administrator interviews and teacher focus group interviews to make comparisons and draw conclusions about similar challenges and successes. The researcher used a combination of descriptive and inferential procedures to determine the perceptions of fidelity of RTI implementation in two middle schools within a school division in southeastern Virginia. The two overarching research questions for the study were: How does the integrity tool survey completed by faculty and staff reflect the concerns and successes perceived when interviewing faculty and staff? What, if any, similarities and differences were identified in the implementation of RTI between two middle schools in a school division in southeastern Virginia? In addition to the interviews, an integrity survey was utilized as a method to identify levels of fidelity to the key features of the RTI program. Implementation profiles were developed for each participating school, and comparisons were made through the surveys and interviews to determine if strategies, barriers and infidelity features could be identified as a means to direct overall school feedback, growth and facilitate RTI implementation at the middle school level. The findings from the study indicated that both middle schools are implementing the various components of an RTI framework, although at relatively low levels of implementation fidelity. Because of the complexity of such a system and lack of empirical evidence regarding systems change for RTI implementation, schools are still struggling with attaining higher levels of fidelity of implementation with all RTI components. / Ed. D.

Early reading intervention has not eradicated reading deficiencies at the middle school level. According to the National Center for Educational Statistics (NCES), adolescents continue to read below grade level in middle grades. Response to intervention (RTI) is one method of combating this educational concern. This study examined the impact of implementation of a RTI program within one district across multiple middle school campuses. Using individual structured online questionnaires, focus groups, and document analysis, the researcher employed a qualitative, multi-site case study design to evaluate the perceptions of impact of RTI through the lens of middle school reading teachers. Participants included a convenient purposive sample of middle school reading teachers in a suburban school district of about 24,000 students in North Central Texas. I present a review of relevant research at the middle school level to provide a framework for the current study. Additionally, an outline of methodology, research questions, and the proposed data analysis plan are provided. I discuss the intended use of constant comparative analysis to report findings in themes. Particularly, facilitators, hindrances, and impact are a priori themes for reporting.

Ungdomar läser allt mindre i Sverige och senaste PISA- undersökningen visar sjunkande resultat vad gäller bland annat läsförmåga hos svenska ungdomar. En stor del av forskningen fokuserar på läsutveckling med yngre elever, därför är studiens syfte att undersöka speciallärares/specialpedagogers beskrivningar av arbetet för att främja elevers läsutveckling på mellan- och högstadiet. Frågeställningarna är: Hur beskriver speciallärare/specialpedagoger att de arbetar förebyggande med elevers läsutveckling? Hur beskriver speciallärare/specialpedagoger att de arbetar åtgärdande med elevers läsutveckling? Hur beskriver speciallärare/ specialpedagoger det systematiska arbetet kring elevers läsutveckling? Studiens teoretiska utgångspunkter är sociokulturellt perspektiv, Simple View of Reading och Response to Intervention. Det är en kvalitativ studie med semistrukturerade intervjuer där tio speciallärare beskriver sitt arbete för att främja läsutveckling. Materialet delades in i sex olika teman; att hitta elevens nivå, skolans samarbete och organisation kring läsutveckling, assisterande teknik, elevers läsmotivation, metoder och material samt, speciallärarstöd i klass, liten grupp eller med enskilda elever. Resultatet visade att speciallärarnas arbete varierar stort beroende på lokala förutsättningar och att speciallärarna/specialpedagogerna arbetar med läsningens olika delar på olika sätt, men att metoder och material som används varierar oerhört mycket. Speciallärarna/specialpedagogerna i studien är måna om att hitta elevens närmaste utvecklingszon för att sätta in rätt stöd vid rätt tid, vilket stämmer väl med Response to Intervention. Resultatet diskuteras.

Studien tar sin utgångspunkt i elevers rätt till tidigt stöd i matematik.Trots garantin för tidiga stödinsatser, visar Skolinspektionens rapport (2022) att stöd inte sätts in i tillräcklig omfattning. Detta ledde fram till studiens syfte att ta reda på lärares och speciallärares uppfattningar om vilka elever som erbjuds stöd i matematik efter genomförandet av det nationella bedömningsstödet i årskurs 1, hur stödet utformas och organiseras, samt vilken roll specialläraren har i detta arbete kopplat till garantin för tidiga stödinsatser. Utifrån en kvalitativ ansats och semistrukturerade intervjuer samlades data in från lärare och speciallärare som arbetar mot årskurs 1. Resultatet har analyserats tematiskt och diskuterats utifrån Bronfenbrenners utvecklingsekologiska modell, samt utifrån tidigare forskning om vikten av tidiga insatser och modeller för tidig upptäckt av och insatser för elever i riskzon för matematiksvårigheter. Resultatet visar att urvalskriterier och ansvar kring avgörandet för vilka elever som ska få stöd varierar. Förutom stöd inom ordinarie undervisning ges stöd ersättande och/eller kompletterande. Det framkommer också att vissa stödinsatser upplevs otillräckliga. Specialläraren återfinns i en förebyggande, undervisande, rådgivande eller avvaktande roll. Sammanfattningsvis finner vi att det finns en variation i studiens samtliga undersökta delar, vilket visar att organisationen kring stödinsatser ser olika ut och kan ge ojämlika förutsättningar för elever att lyckas. Kompletterande stöd i form av periodiska insatser tycks vara en stödinsats som kan fånga upp alla elever i behov. Studien indikerar att både specialpedagogisk kompetens i matematik och en medveten struktur för arbetet med tidiga insatser är av betydelse för vilka stödinsatser som ges.

Studien syftar till att bidra med ytterligare kunskap om hur vi kan driva kvalitetsförbättringar och därmed öka kundvärdet inom det svenska utbildningssystemet. Studien genomförs med en systematisk litteraturöversikt av artiklar om RTI-modellen. Kategoriseringen sker utifrån Bergman och Klefsjös (2012) hörnstensmodell för offensiv kvalitetsutveckling samt strukturkvalitet som en av kvalitetsdimensionerna i Österbergs (2014) analysmodell för det systematiska kvalitetsarbetet i skolan.   Förutsättningarna för att driva kvalitetsförbättringar med hjälp av RTI-modellen går att sammanfatta med; kompetent personal, rätt utrustning för att genomföra och analysera screeningar av eleverna, samt tid och stöd för arbetet. Samtliga värderingar i hörnstensmodellen nämns i artiklarna, vilket gör att vi kan anta att RTI-modellen går att använda för att utveckla kvalitet och skapa kundvärde i skolan.   Det krävs även en kultur som värdesätter mätning samt att arbeta med data för att RTI-modellen ska bidra till kvalitetsutveckling. Eftersom det amerikanska skolsystemet, där RTI-modellen hittills tillämpats, är mer resultatinriktat än det svenska kan vi utgå från att det amerikanska systemet är mer gynnsamt för att implementeringen av modellen ska vara framgångsrik. / The education system has historically had a reactive rather than a proactive approach to its customers, that is, students' needs and the conditions for achieving the school's goals. A reactive way of working is still the norm, although today we are aware that the effect of reactive improvements is limited. We are in a paradigm shift where the education system seeks to find models that are based on a modern view of quality, which means putting the customer's needs at the center.   The aim of the study is to contribute further knowledge of how we can drive quality improvements, thus increasing customer value within the Swedish education system. The study is conducted with a systematic literature review of articles on the model Response to Intervention. Categorization is based on Bergman and Klefsjö (2012) model for quality development based on customer needs and satisfaction, and Österbergs (2014) structural quality dimension.   The prerequisites for driving quality improvements using the RTI model can be summarized with; competent staff, the right equipment for carrying out and analyzing screenings of the students, as well as time and support for the work. All the values in the quality management model are mentioned in the articles, which allows us to assume that the RTI model can be used to develop quality and create customer value in the school.   It also requires a culture that values measurement and working with data in order for the RTI model to contribute to quality development. Since the US school system, where the RTI model has been applied so far, is more result-oriented than the Swedish, we assume that the US system is more beneficial for the implementation of the model to be successful. / <p>2018-06-27</p>

Syftet med följande studie är att studera vilka bestående resultat som kan utläsas ett år efter en avslutad pilotstudie av en Response to Intervention (RTI) i grundläggande taluppfattning. En jämförelse har genomförts mellan en experimentgrupp och en referensgrupp, där referensgruppen inte tagit del av RTI. Studien tittar även närmare på hur de elever som uppvisade störst svårigheter i grundläggande taluppfattning lyckades i uppföljningsstudien ett år efter avslutad intervention. Uppföljningsstudien är kvantitativ och baseras på testresultat som genomfördes före och efter RTI. Uppföljningsstudien använde sig av exakt samma tester och genomfördes på exakt samma vis som den tidigare pilotstudien för att göra tillförlitligheten så stor som möjligt. Testerna som användes var AG 1 på 3 minuter och AG 2 på 4 minuter.  Metoden har varit kvantitativ där testresultat från AG 1 och AG 2 samlades in och analyserades. Tillvägagångsättet har varit att sammanställa och dokumentera både tidigare tester från pilotstudien och testerna i uppföljningsstudien. Därefter analyserades resultaten på testerna för att studera likheter och skillnader mellan experimentgrupp och referensgrupp. Studien visar på en tydlig effekt av RTI där experimentgruppens elever når höga testresultat på AG 1 och AG 2 i uppföljningsstudien maj 2019. Resultatet stärker teorin om att RTI är en intervention som kan ge positiva och bestående effekter på elevers grundläggande taluppfattning över tid. / The aim of this study is to investigate if Response to Intervention (RTI) was successful in terms of achieving consisting results, one year after a RTI of foundational number sense. A comparison is made between an experiment group and a reference group, where the reference group was not participating in the RTI. Additionally, this study has an aim to investigate how the students showing the greatest difficulties in foundational number sense succeeded in a follow-up study one year after the intervention. The follow-up study is quantitative and based on tests results performed before and after the RTI. The follow-up study used the same tests performed with the same circumstances as the earlier pilot study to achieve reliability. The test was AG 1 (Diamant) in 3 minutes and AG 2 (Diamant) in 4 minutes.     A quantitative method was used where test results from AG 1 and AG 2 were collected and analyzed by quantitative measures. A compilation of the results were made and documented, both previous tests results from the pilot study, and test results from the follow-up study. Thereafter, the results were analyzed to discover similarities and differences between the experimental-group and the reference-group. The study shows a significant effect of the RTI where the experimental group´s students reach high test result on AG 1 and AG 2 in the follow-up study May 2019. The result strengthens the theory that RTI is an intervention that can provide positive and consisting effects on student’s foundational number sense over time.