RTI in the classroom how teachers meet the demands of a tiered system

Author

Elizabeth Mary Sinclair-Lowry, University of Dayton

Date of Award

2011

Degree Name

Ed.S. in School Psychology

Department

School of Education and Health Sciences

Advisor/Chair

Advisor: Sawyer Hunley

Abstract

Service delivery data was collected before and after the implementation of a Response to Intervention (RTI) framework to evaluate the effect of RTI on teachers' selection of instructional service delivery models. Participants in this study included all the Mathematics and Language Arts instructors within the selected school district. This analysis describes how the RTI framework is being translated into classroom practice.

Keywords

Response to intervention (Learning disabled children) Case studies, Learning disabled children Study and teaching Case studies, Teaching Methodology Case studies

Rights Statement

Copyright © 2011, author

Recommended Citation

Sinclair-Lowry, Elizabeth Mary, "RTI in the classroom how teachers meet the demands of a tiered system" (2011). Graduate Theses and Dissertations. 380.
https://ecommons.udayton.edu/graduate_theses/380