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dc.contributor.advisorPelttari, Carole
dc.contributor.authorDaloia, Mary K.
dc.date.accessioned2021-09-07T21:57:53Z
dc.date.available2021-09-07T21:57:53Z
dc.date.issued2015-11-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5818
dc.description.abstractResponse to Intervention is a multi-tiered intervention system being used in schools throughout the entire nation to help support struggling students. With educators obtaining jobs as academic intervention system providers and a large number of students receiving specific interventions, it is imperative that RTI is being checked for its effectiveness. This self-study was conducted to see how the personal efforts of an AIS provider were working. Over a six-week period, the researcher used the daily instruction and observations to search for three items: key components of RTI, which methods work during instruction and what needs to be improved. Although this is a relatively small lens to focus in on, this study is the beginning to an on-going need for RTI to be assessed. Assessing this program helps to make sure students are receiving the most effective and beneficial instruction to obtain success. This self-study gives insight to what many RTI providers are experiencing on a daily basis.
dc.subjectResponse To Intervention
dc.subjectSelf-Study
dc.subjectMulti-Tiered
dc.subjectOutcomes
dc.subjectInstructional Practices
dc.subjectDifferentiating
dc.titleHow is Response to Intervention Doing? A Self-Study Approach
dc.typethesis
refterms.dateFOA2021-09-07T21:57:53Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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