Studiens syfte är att mäta effekten av ett interventionsprogram enligt modellen Response to Intervention nivå 2 för att stärka elevernas taluppfattning samt för att se om modellen kan vara ett sätt att tidigt upptäcka och ge relevant stöd till elever. De didaktiska frågorna som varför, vad, hur och när har styrt planerandet och genomförandet av interventionen vars fokus ligger på att utveckla elevernas taluppfattning. Målgruppen för studien var elever som identifierats vara i riskzonen för att utveckla matematiksvårigheter. Låga resultat på det nationella bedömningsstödet i taluppfattning för vårterminen år 1 låg till grund för identifieringen. Studien är kvantitativ och för att mäta effekten användes regression discontinuity, som är en kvasiexperimentell design. Den bygger på mätningar som genomfördes före och efter insatsen. De elever som ingick i interventionsgruppen (nio elever) var de som låg lägst i resultat på bedömningsstödet. Jämförelsegruppen (nio elever) randomiserades ur den grupp som låg därefter i resultat. Eleverna i interventionsgruppen delades i sin tur in i tre mindre grupper som fick undervisning tre tillfällen per vecka i fem veckor enligt det framarbetade interventionsprogrammet. Dessa tillfällen sammanföll ibland på tider för ordinarie matematikundervisning men även på andra ämnens lektioner. Under arbetstillfällena genomfördes ostrukturerade observationer som bidrog till reflektioner som i sin tur ledde till anpassningar och förändringar i interventionsprogrammet. Eleverna i jämförelsegruppen deltog i den ordinarie matematikundervisning som vanligt. En signifikant effekt uppmättes på talföljder och storleksordning av tal men ej på tallinjer. På det aritmetiktest som ingick i för- och eftermätningarna uppmättes ingen signifikant effekt av interventionen. Resultatet stärker teorierna att taluppfattning är ett mångfacetterat begrepp som består av många delar som inte bör ses och hanteras som en. Studien är ett steg till att visa att olika delar går att träna var för sig men att de bygger på och stöttar varandra.  Följande citat i diskussionen kring taluppfattning/number sense har återgetts i flera artiklar som ligger till grund för det här arbetet. ”What is number sense? We all know it when we see it but, if asked to define what it is and what it consists of, most of us, including the teachers among us, would have a much more difficult time.” (Griffin, 2004, s 173)

The study investigated the psychometric properties of a newly developed math curriculum-based measure, the Monitoring Academic Progress: Mathematics (MAP:M), through examination of its internal consistency, alternate-form, slope, and test-retest reliability and validity. Participants included 1688 first through third-grade students from a school district in Northeast Tennessee. Application of Generalizability Theory produced reliability coefficients, score variances, and standard-error-of-measures (SEM) for both absolute and relative decisions based on a particular number of probes. MAP:M reliability coefficients for relative decisions ranged from .67 to .97 across eleven probes. The highest percentage of score variance at all three grades was attributed to the Person facet (academic growth), 58% to 66%, while variation in the Item facet (test difficulty) contributed the least score variance (11% to 16%). The SEMs for relative decisions ranged from 7.06 after one probe to 1.70 after eleven probes. SEMs were higher for absolute decisions. Results indicate that one MAP:M probe provides adequate reliability, although two probes provide good reliability estimates, exceeding .80. Alternate-form reliabilities’ ranged from .65 to .83 at first grade, .51 to .79 at second grade, and .59 to .80 at third grade. Lower reliabilities are best explained by increased time between administrations. Test-retest reliabilities were .81, .79, and .76 for first, second, and third grades, respectively. Correlation coefficients between the MAP:M and Monitoring Basic Skills Progress: Computation (MBSP) show adequate concurrent validity estimates ranging from .58 to .75 for first and third grades. Second-grade concurrent validity estimates were somewhat lower and ranged from .37 to .52. A stepwise multiple regression indicates that the MAP:M provides stronger relative predictive power than does the MBSP when predicting end-of-year STAR Math scores, , R2 =.33, F(28) = 13.11, p < .01. Results support adequate to strong reliability and validity of the MAP:M, in addition to successful implementation in a school environment.

Monitoring Academic Progress: Reading (MAP: R), a silent, group-administered screener was piloted as part of a comprehensive Response to Intervention program. MAP: R along with AIMSweb© Maze and STAR reading were administered to 1,688 students in Grades 1-3. Overall alternate-form reliabilities for MAP: R resulted in moderately high stability (Grade 1 = .79, Grade 2 = .78, and Grade 3 = .75). Test-retest reliability was .90 for Grade1, .84 for Grade 2, and .89 for Grade 3. Concurrent validity, correlations for MAP: R and AIMSweb© Maze ranged from .43 to .69, with correlations for MAP: R and STAR ranging from .48 to .67. Predictive validity was determined using end-of-the-year STAR reading scores as the criterion for MAP: R and AIMSweb© Maze. Results of a stepwise regression indicated that MAP: R scores predicted 37% of the variance in STAR scores and AIMSweb© Maze failed to add additional predictive variance. Data support the utility of MAP: R as a reading screener for progress monitoring within a Response to Intervention framework, though additional data are needed.

The purpose of this qualitative study was to examine a problem of practice present in an actual school district. The study examined School-Wide Positive Behavior Support Implementation as it relates to the recidivism rates of students of color in the in-school suspension setting. Over the course of one school year, the perceptions of seven middle school teachers, three parents, and two administrators were explored in a suburban middle school in Southeast Texas. Although In-school suspension programs exist in every American public school to some degree, little research has been done in regards to the academic outcomes associated with those who are frequently placed in this campus based disciplinary alternative educational placement. In many of these "placement" many of the students assigned are not afforded access to instructional materials, supplies, or a certified teacher. Since the enactment of the federal No Child Left Behind Act (2001), the achievement gap has been discussed and studied. However, few studies have been done to understand how the current practices in in-school suspension contribute to the achievement gap specifically among students of color. This study examined key stakeholder's perceptions of School-Wide Positive Behavior Supports, and In-school suspension as a vehicle for referral reduction and removal of middle school students from their academic setting. The participants were "key-stakeholder" parents, teachers, and administrators who educate students at Caden Middle School. Findings from this problem of practice indicated that not only was the campus not imploring consistent practices and interventions related to and promoted by the SWPBS system in the in-school suspension setting, many of the staff members teachers and administrators alike did not adhere to the philosophical tenants of the SWPBS within the general classroom setting. The research presented in the record of study, identified gaps in both perceptions and understanding among key stakeholders in regards both in-school suspension and the school-wide positive behavior support systems at Caden Middle School. Results of this from this problem of practice found a severe disconnect in understanding the purpose and rationale of SWPBS among the administrators, teachers, and parents that participated in this study. Furthermore, the variance in the "self-sense making" done by each of the stakeholder groups after campus leadership failed to communicate, support, and sustain district expectations for program implementation with fidelity. Initiatives implemented through the investigation of the questions related to this problem of practice assisted in providing relevant professional development to re-solicit teacher and staff buy-in, prioritization of organization goals, and engaging teacher leadership to re-implement SWPBS to countermand system practices that were contrary to the district's original expectations.

This study examined the efficacy of using Headsprout Early Reading (Headsprout, 2007) to supplement a balanced literacy curriculum for kindergarten and first grade students in a suburban public school system. Headsprout, which is an example of computer aided instruction (CAI), provided internet-based, supplemental reading instruction that incorporates the five critical components of reading instruction cited by the National Reading Panel (NRP, 2000). The school system implemented Headsprout as a standard protocol, Tier 2 intervention within their Response to Intervention (RTI) process. The study included kindergarten and first grade students from across the school system who were identified as at risk for reading failure based on fall Dynamic Indicators of Basic Early Literacy (DIBELS) scores. Kindergarten and first grade students identified as at risk for reading failure who participated in Headsprout were compared with matched groups of kindergarten and first grade students who did not participate in Headsprout. Overall, neither kindergarten nor first grade students who participated in Headsprout gained meaningful educational benefit from the CAI instruction provided by Headsprout beyond the benefit they received from participating in the general education, RTI Tier 1, balanced literacy curriculum that was available to all kindergarten and first grade students.

Children with mild disabilities are known to have difficulties with developing mathematical skills (Hoard, Geary, & Hamson, 1999). Yet, children with mild intellectual disabilities (MIDs) have rarely been included in rigorous scientific research. The present study has three goals. The first goal was to determine the structure of mathematics achievement in elementary aged children with MIDs and children with reading disabilities (RDs) without accompanying mathematics disabilities. The second goal was to establish the measurement stability of mathematics achievement. The third goal was to evaluate students’ response to a mathematics intervention. The participants were 265 children with MIDs and 137 children with RDs. Confirmatory factor analysis and measurement invariance evaluation was utilized to determine the structure of mathematics achievement and to ensure reliable and valid measurement of mathematics achievement between groups across three time points. The results of measurement invariance evaluation indicated that a joint model specification, characterized by two groups, both of which included children with MIDs and children with RDs who were differentiated according to intervention condition participation (not disability status), provided the best account of the underlying data structure. Further, the structure of mathematics achievement in the present sample was unidimensional, and the measurement of mathematics achievement was temporally stable between groups. Finally, latent mathematics achievement growth was evaluated. The results indicated that students in the mathematics intervention condition evidenced an advantage over those in a reading intervention condition at mid- and post-intervention evaluation, while also evidencing more growth in this conceptual domain. Instructional implications are discussed in terms of topic choice and pacing.

In this descriptive study, I researched five elementary general education teachers' reading assessment practices as they worked within the context of IDEA (2004), NCLB (2002) and Response to Intervention (RTI). My own connection to the classroom and reading assessment practices brought me to this research. I presented my personal and professional connection through vignettes about my own classroom assessment practices. Relevant literature on both the context and culture of assessment were pertinent to this research. I used a qualitative design, specifically, Colaizzi's (1978) method of phenomenological analysis. Data were three in-depth phenomenological interviews, relevant documents and artifacts, and use of a researcher reflective blog. I summarized the initial findings of this research through 10 clustered themes; shift of focus, ever changing accountability, independent efforts with data, collaborative efforts with data, working environment, interventions and reading assessment practices in action, authenticity in practice, lack of decision making power, teacher emotion, and teacher needs and wants and a composite narrative in order to describe the lived experience of these teachers reading assessment practices. Implications from my research with regard to policy include a perceived incongruence between an RTI framework and the teacher evaluation system with regard to active collaboration. Those toward practice include difficulty with the day-to-day implementation of an RTI framework and the perception of a singular focus of RTI as disability determination. My recommendations for future research include an action research agenda designed to explore increased involvement of stakeholders such as students, parents and other school personnel.

Two models for learning disabilities (LD) identification are explicitly allowed in federal regulations: (a) ability-achievement discrepancy and (b) response to intervention. Dissatisfaction with both models has led to calls for a third model, which identifies a pattern of cognitive processing strengths and weaknesses (PSW model) as a marker of LD. However, little empirical research has investigated this proposed model. This study investigated two proposed approaches for implementing a PSW model: (a) the concordance/discordance model (C/DM) and (b) the cross battery assessment (XBA) approach. All 139 participants demonstrated inadequate response to a Tier 2 intervention in sixth or seventh grade. Following Tier 2 intervention, participants completed a comprehensive battery of cognitive and academic tests. I utilized results to empirically categorize each participant as either meeting or not meeting LD criteria according to the two PSW approaches at different academic deficit cut points. Resulting group status was utilized to determine: (a) LD identification rates, (b) agreement between approaches, and (c) the relative academic performance and sociodemographic characteristics of resulting groups. The number of participants that met LD criteria varied widely, dependent upon the approach and deficit cut point (range: 10.8% - 47.5%). More participants met criteria for both approaches at higher deficit cut points. More participants met C/DM criteria than XBA criteria at similar cut points. Agreement between the two approaches was generally low. Kappa ranged from -.04 - .56 when comparing classification decisions across different iterations of the two approaches. Comparisons of groups that met and did not meet C/DM and XBA criteria on external academic and sociodemographic variables were largely null. The results highlight several potential challenges to widespread implementation of a PSW model. Both approaches identified a low percentage of students, raising questions of efficiency. Low agreement is an inevitable result of measurement error and implementation differences between the two approaches. Such variability in classification decisions suggests the models may be incompatible and should be independently validated. Further, the failure to find qualitative differences in academic needs between groups that met and did not meet LD criteria for either approach raises questions about the utility of the identification model. / text

In this mixed-methods study I report on a three-part investigation related to reading intervention at Grade 1 in one Ontario school board during the 2009-2010 school year. First, I report the results that Peer Assisted Learning Strategies (PALS) had on the reading outcomes for all Grade 1 students (n = 436) in terms of sex, aboriginal status, and at-risk status. Second, I use progress monitoring benchmark data to show how students unresponsive to instruction may have benefitted from additional instruction generated from monthly data-informed In-School Team meetings. Third, I report on educators’ perceptions of how monthly data-informed In-School Team meetings influenced their knowledge, confidence, and willingness to plan additional reading interventions for students persistently at-risk for reading failure. Findings indicate that compared to previous years, when PALS was not used, students in this study made significantly greater gains in reading scores. Boys made similar gains to girls, First Nations students made similar gains to non First Nations students, and at-risk students closed the achievement gap slightly with their typically-achieving peers. For students who did not make adequate progress in reading throughout the year a logistic regression analysis of the data indicates that the best predictor of at-risk status is not a student’s sex or First Nations status, but their letter sound fluency and word identification fluency scores at the beginning of the school year. Findings also indicate that the slope of improvement in reading scores for nonresponders begins to increase once In-School Team meetings begin. Educators’ perceptions of how the monthly In-School team meetings influenced practice differed according to the perceived role that each held of his or her position, and according to the level of involvement, training, and access that each had to the data used in this study. The more professional development that educators had in the theory, use, and application of progress monitoring data the more likely they were to report that they were willing to use it to inform their practice. Likewise, the more access that educators had to the data in terms of collecting, viewing, and interpreting it, the more likely they were in reporting knowledge, confidence, and willingness to use it to plan additional interventions for students. / Thesis (Ph.D, Education) -- Queen's University, 2011-09-13 10:03:09.664

The purpose of this study was to gather information on how best to support the implementation of Response to Intervention as a student services framework to support inclusion. The key components of the RTI framework and the roles of adminstration and student services teams working within its framework were explored to assist in developing an action plan for its implementation in the school division being studied. The literature contends that as a framework for the systematic use of assessment data to effectively allocate resources in order to improve learning for all students, the implementation of RTI is complex and challenging since it is often distinguished by specific features of leadership, commitment, and corresponding professional development. A naturalistic qualitative design was employed using focus groups to collect data. The findings have assisted the school division involved in the study with a process for implementing RTI, thereby improving communication and collaboration in the face of change. It has also provided coordinators of student services with suggestions for building capacity with their student services teams.