SUU Digital Library

You've searched:

All Collections
  • All fields: implement
(102 results)



Display: 20

    • Page 23

    • Page 23
    •  

    • 17 reading” (p. 283). They continue to explain “the assessments should be sufficiently sensitive to small changes in the student’s reading performance” (Mesmer & Mesmer, 2008, p. 283). Besides indicating student growth, progress monitoring...
    • Scholar Archive
    • Page 25

    • Page 25
    •  

    • 19 2003). In addition to improving the core academic instruction, by working together, educators will have the opportunity to focus on instruction and monitoring students’ response to accurately determine those in need of special education...
    • Scholar Archive
    • Page 26

    • Page 26
    •  

    • 20 Students Who Benefit from RTI Kamps et al. (2007) compared the effects of English language learners (ELL) receiving Tier 2 interventions to ELL students being taught using a balanced literacy approach to reading. The study found students...
    • Scholar Archive
    • Page 447

    • Page 447
    •  

    • t h e citizens early in February. Carried. Feb. 7 , 1980.. . T h e Re-Development Agency ordinance was approved. Members of the Committee a r e : Dixie Leavitt, Harold Hiskey. Conrad Hatch, Charlotte Boyer, Elloyd Marchant, and Clair Morris. Feb....
    • Evelyn and York Jones Books
    • Page 28

    • Page 28
    •  

    • 22 Concerns for the Success of RTI Understanding and integration of scientific research is a requirement for good instruction using the RTI format. For this reason, it is imperative teachers not only have strong background in research but also have...
    • Scholar Archive
    • Page 30

    • Page 30
    •  

    • 24 Perceptions of Teachers Concerning RTI In their study, Greenfield et al. (2010) found that teachers in their first year of school-wide RTI implementation used progress monitoring more strategically and became more confident in using the data...
    • Scholar Archive
    • Page 33

    • Page 33
    •  

    • 27 to an hour or less. To form a baseline of information concerning teachers’ overall understanding of the RTI framework, the researcher began with interview questions created by Terry Ann Paradis (2011) from her dissertation. The questions were...
    • Scholar Archive
    • Page 40

    • Page 40
    •  

    • 34 through monthly notes giving the number of lessons attended, reading level of student, rate and accuracy, and any other relevant comments. Teachers, along with colleagues in the school teaching the same grade level, special educators, speech...
    • Scholar Archive
    • Page 41

    • Page 41
    •  

    • 35 placement did not involve much teacher input. Teachers were told when students would receive interventions. Table 1 Respondent Answers Related to Teacher Input Question Number 3 Similar Responses 2 Similar Responses Divergent Responses 1 √ 2...
    • Scholar Archive
    • Page 228

    • Page 228
    •  

    • THE WEB 229 Analytics 169 Using these basic data as your baseline, you could then test different areas of the conversion process to determine where improvements could be made, focusing on the touch points. In the example above, the first place to...
    • Scholar Archive
    • Page 68

    • Page 68
    •  

    • 65 the options available for the QRI test were utilized and compared together, the results could possibly reflect more accurate results. Conclusion Overall, the QRI test is the more valid and effective test in measuring reading comprehension. The...
    • Scholar Archive
    • Page 53

    • Page 53
    •  

    • 47 Stress is a part of every teacher’s life. The participants in this study identified many factors adding stress to their lives. One teacher mentioned the expectation to have all students reading on benchmark and the challenge of uncooperative...
    • Scholar Archive
    • Page 54

    • Page 54
    •  

    • 48 implement new programs every year. One teacher said her greatest barrier was there was not enough of her to go around to help all of the students all of the time. Table 5 represents teachers responses related to RTI’s effect on teaching. Table...
    • Scholar Archive
    • Page 77

    • Page 77
    •  

    • The Human Element 72 Chapter 7 Conclusion Current crisis research has uncovered numerous successful methods for responding to a crisis situation. However the ability to correctly select a response strategy and pair it to a type of crisis still...
    • Scholar Archive
    • Page 63

    • Page 63
    •  

    • 57 and student learning. As Hall (2008) points out, “a major impediment to full implementation of RTI occurs when teachers have the data but don’t know how to analyze them” (p. 5). Hall (2008) goes on to add, “Far too often schools that...
    • Scholar Archive
    • Page 66

    • Page 66
    •  

    • 60 One teacher stated that RTI did not impact advanced students. However, the researcher sees it in a different way, if all teachers’ energy and focus is put into moving struggling readers, making adaptations to instruction to help them be...
    • Scholar Archive
    • Page 27

    • Page 27
    •  

    • 2 4 knowledge of words. The test is administered like a typical spelling test, the words ordered by their level of difficulty. After students have taken the test, teachers use the spelling feature guide to score the test. This feature guide scores...
    • Scholar Archive
    • Page 72

    • Page 72
    •  

    • 66 Appendix A Interview Questions First Interview Questions 1. Describe the Response to Intervention model adopted by your school and the steps involved in implementation. 2. Describe your role in bringing this model to your school. 3. To what...
    • Scholar Archive
    • Page 73

    • Page 73
    •  

    • 67 18. Describe the professional development that has been offered to help you understand and implement data collection in the RTI process. 19. How would you describe scientific research-based instruction? 20. Does the data collected through...
    • Scholar Archive
    • Page 112

    • Page 112
    •  

    • 105 Chapter 6 Reflection I discovered through interviews that the majority of the students involved in the creative project preferred working in groups. Allowing students to choose the group members exhibited excitement. Explaining the assignments...
    • Scholar Archive

QuickView

Display a larger image and more item information when the pointer pauses over a thumbnail
on off
 

Layout options:

Thumbnail with title
Grid with smaller thumbnails and more detail
Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK
Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK