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ERIC Number: EJ1148046
Record Type: Journal
Publication Date: 2011-Sep
Pages: 13
Abstractor: As Provided
ISSN: ISSN-8756-8705
Improving Schools through a Response to Intervention Approach: A Cross-Case Analysis of Three Rural Schools
Shepherd, Katharine; Salembier, George
Rural Special Education Quarterly, v30 n3 p3-15 Sep 2011
While the basic tenets of the RtI model are well-established in the literature, few studies have been conducted to describe its implementation in rural schools. We conducted a qualitative study in three rural schools that had been designated as pilot sites by our state department of education. A cross-case analysis of the data collected through interviews, observations, and document reviews indicated positive changes, including (a) increased use of databased decision-making, (b) increased collaboration among general and special educators, (c) development of a common knowledge base around RtI, (d) re-definition of principals' roles, and (e) promising trends on statewide tests of reading achievement.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vermont
Grant or Contract Numbers: N/A