ERIC Number: ED516303
Record Type: Non-Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: N/A
Assessment of the Status of Implementation of Response to Intervention in High, Average, and Low Economic Resource-Need Long Island School Districts: Feedback from the Field
Siciliano, Steven T.
ProQuest LLC, Ed.D. Dissertation, Dowling College
The purpose of this study was to analyze and compare Long Island special education directors' early assessments of the implementation of Response to intervention (RTI) in high, average, and low economic resource-need Long Island school districts in an attempt to provide the field feedback to better guide and operationalize the Individuals with Disabilities in Education Improvement Act (IDEA) 2004 mandates. A survey was sent to Long Island school district special education directors in addition to structured one-to-one interviews with five special education director representing two high, two average, and one low economic resource-need school districts. One hundred twenty-four surveys were sent, and 42 districts responded for a 34 percent return rate. Findings included that the motivation to implement RTI was mainly compliance with IDEA and No Child Left Behind (NCLB). Implementation of RTI on Long Island was consistent with national surveys; however, quantitative analysis showed statistically significant differences between resource-need groups in use of tiered models, use of IST team, and the use of problem-solving model. Statistically significant differences were also found in expectations RTI will reduce disproportionate representation of minority groups in special education programs. Qualitative interviews revealed implementation issues included lack of leadership, executing RTI in the manner the literature suggests, and different mental models across different constituency groups. Additionally, qualitative data revealed those districts have eliminated the IQ/achievement discrepancy model for special education eligibility. Also, money was deemed available to implement RTI from grants and the regular budget. Further, while sample size limited the generalizability of the study, conclusions included RTI implementation as an example of education operating in legal model (Kauffman, 2007); RTI implementation was idiosyncratic, functioning as matters of district culture and mental models. The impact of segregated housing patterns and school systems on Long Island may affect how districts view the issue of disproportionality of minorities in special education programs and predictions of how RTI will affect it. Money was not a factor in RTI implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.
Descriptors: Response to Intervention, Program Implementation, Special Education, School Districts, Differences, Institutional Characteristics, Administrators, Surveys, Federal Legislation, Educational Legislation
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001