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The majority of schools use punitive and reactive strategies to deal with maladaptive behaviors. This descriptive study was a replication of Wilmott (2012) and occurred in a multi-tiered system of supports (MTSS) high school. Professional development was provided to 22 teachers from a high school located in the western United States. This included 61% males and 39% females. Measures included the frequency of praise notes and ODRs, the quality of praise notes based on a praise note rubric, and a social validity questionnaire. The ODR and praise note frequencies were compared using the Spearman correlational coefficient that resulted in a weak correlation (r (2) = .-385, p > .05). Results were not significant in the ODR baseline to treatment (t(3)=-1.849, p <.05). The baseline praise note frequency compared to praise note frequency during treatment was significant (t(3)=-4.115, p<.05). Implications for educators suggested that the problem-solving process is feasible and essential when implementing evidenced based practices (EBPs), such as praise notes. The study concluded that ongoing professional development is integral to maintaining MTSS and EBPs. Limitations of this study include the lack of precise definitions in ODR reporting and minimal baseline data.

This study examined the relationships between pilot school status and Problem-Solving/Response to Intervention (PS/RtI) implementation, educator variables and PS/RtI implementation, and PS/RtI implementation and student and systemic outcomes following the final year of a 3-year PS/RtI implementation Project. School-Based Leadership Team (SBLT) members from 34 pilot schools in seven demonstration districts received training, as well as ongoing technical assistance and coaching, related to PS/RtI implementation. Data on educator's beliefs, perceptions of educational practices, and perceptions of PS/RtI skills; PS/RtI implementation; and student and systemic outcomes were collected from the 34 pilot schools, as well as 27 comparison schools. To examine the research questions in this study, multilevel models were conducted. Results of the analyses suggested that pilot school status appeared to be positively related to increases in PS/RtI implementation over time, while the educator variables did not significantly predict changes in PS/RtI implementation. Increases in PS/RtI implementation were not related to changes in DIBELS kindergarten PSF scores over time, but were negatively related to DIBELS kindergarten NWF scores over time. Finally, PS/RtI implementation was not significantly related to changes in office discipline referrals, but was significantly related to decreases in placements in special education over time. Potential explanations for the findings from this study and suggestions for future research are discussed.

This study examined the extent to which coaching facilitates the successful implementation of the Problem-Solving/Response to Intervention (PS/RtI) model in schools, as well as the extent to which coaching enhances the fidelity of implementation of PS/RtI practices in those schools. Data from 34 schools in seven districts participating in three years of a statewide initiative to implement PS/RtI practices with assistance of a PS/RtI coach were used to evaluate the relationship between coaching activities and levels of implementation and integrity outcomes. Data on various coaching-related factors (i.e., perceived coaching quality, coach continuity, frequency and duration of training and technical assistance), educator beliefs and perceived skills, and PS/RtI implementation and fidelity levels were collected and examined utilizing a series of multilevel modeling (MLM) procedures. Results of the analysis suggest that a number of coaching variables were related to growth in specific measures of PS/RtI implementation and fidelity over time. Specifically, shorter, more frequent training sessions were related to higher levels of staff consensus and fidelity of problem analysis implementation over time after controlling for the quality of the coaching delivered. Growth in PS/RtI implementation over time was predicted positively by the continuity (the degree to which coaching was delivered by the same individual over the three years of the study) of the coaching received. Educators' perceptions of their own PS/RtI skill levels related to manipulation of data and use of technology in schools predicted increases in fidelity of problem identification implementation over time after controlling for quality of coaching. Fidelity of program evaluation/RtI implementation was predicted by the quality of coaching received across time. The relationship between coaching and infrastructure development, as well as the relationship between coaching and fidelity of intervention development and implementation, were unclear. Potential explanations for the findings from this exploratory study and implications for future research are discussed.

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2004. / Title from first page of PDF document. Includes bibliographical references (p. Xx-Xx).

The purpose of this study is to examine the textbook contents pertaining to probability content at the upper secondary school in Sweden and China. Four mathematics textbooks are analysed with respect to three research questions: 1) what are the similarities and differences of the probability content, 2) how are the worked examples of the probability content presented with respect to Polya’s problem-solving model, and 3) how do the practice exercises in the selected textbooks differ in relation to mathematical, contextual and performance requirements in the selected textbooks in Sweden and China. Also, three existing frameworks are applied for implementing the comparative content analysis. The results show that the Swedish and Chinese textbooks are similar in structures but differ in visual appearance and mathematical language usage. It is also found that there is a larger number of probability exercises in the Swedish textbooks, a total number of189 practice exercises comparing to a total number of 86 exercises in the Chinese textbooks. The Swedish textbooks are characterized with student-oriented material, covering more problem-solving modelled examples and procedure-focused exercises, while the Chinese textbooks are more subject-related covering exercises that require a more problem-solving process, mathematical reasoning and analytical thinking skills. Future research can focus on areas, such as problem types in the mathematics textbooks, problem-solving process, programming knowledge in upper-secondary school, and exercise problems that require different cognitive levels in the Swedish textbooks.

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The use of Response to Intervention, more commonly referred to as RTI has become more prevalent as school systems look to find ways of bridging the opportunity gap and provide support those students who are not successful in their attempts to access the general education curriculum. More research is needed in order to have a better understanding of not only how schools implement RTI, but also how they utilize data, monitor student progress and help to ensure fidelity of implementation. The purpose of this study was to examine and explain how one elementary school with a high quality RTI program implemented Response to Intervention while keeping all three essential components in consideration. The findings demonstrate that the subject elementary school combined several elements of Response to Intervention and in turn, created their own version of a hybrid RTI model that utilized components from both the standard protocol model and the problem-solving model. In order to monitor student progress, universal screeners were utilized several times throughout the year for both reading and math. Reading was also monitored through running records, PALS Quick Checks, Orton Gillingham assessments, and exit tickets, whereas Math utilized formative assessments, anecdotal notes, and exit tickets to track student progress. Each math and reading CLT met weekly to engage in dialogue around student data. An important finding is that the subject elementary school made RTI implementation decisions around what was best for their students, which allowed for a more flexible and adaptable approach. The system utilized targeted individual student needs and helped to ensure that ALL students had access to the necessary supports that would help to ensure student success. / Doctor of Education / As schools continue to face increasing demands, including how to meet the needs of students with diverse academic backgrounds, they have been charged with exploring new ways and methods of ensuring that students are successful in their attempts to access the general education curriculum. Response to Intervention, more commonly referred to as RTI, has become more widely used in school systems as they continue to work to ensure student success for all. RTI is seen as a tool to help accurately identify students who have a learning disability (Ciolfi and Ryan, 2011), however more research is needed in order to have a better understanding of how schools implement RTI, as well as how they utilize the data collected and monitor student progress. This qualitative case study analyzes how one subject elementary school implemented RTI, how they utilized data, as well as how they monitored the progress of their students.