The Individuals With Disabilities Education Improvement Act of 2004 (IDEA, 2004) now includes language that permits local education agencies to use a process that determines if a child responds to scientific, research based interventions as part of their evaluation procedures. This reauthorization of IDEA 2004 has led to an increase demand for rigorous research on the outcomes of various models of response to intervention (RTI). Many of the components of RTI have a thorough base of empirical support. However, little empirical work has gone into understanding the standardization of service delivery and implementation of RTI in schools. There are two purposes to this study. First, this evaluation aims to provide formative evaluation data which will aid in the improvement of the processes and functions associated with the Clark County (Las Vegas) RTI Model in their critical role of supporting student achievement. Additionally, observations are then placed into a broader context in how they might contribute to the research base regarding implementation and service delivery standardization. Program evaluation data were collected from ten designated RTI schools in the Clark County School District in Las Vegas, NV that included structured interviews, surveys, direct observation of meetings, and a review of student intervention cases. Overall, results indicated evidence of an effective use of assessment and intervention tools across schools in a prevention oriented model. Unique examples of intervention service delivery models are discussed along with future directions for research.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-5588 |
| Date | 01 January 2009 |
| Creators | Shaf, Michael J |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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