Translating Policy to Practice: Initiating RTI in Urban Schools

Katherine Stahl, Annette E. Keane, Ognjen Simic

Research output: Contribution to journalArticle

Abstract

This mixed methods study explores the pilot implementation of a Response to Intervention framework in the first grade classrooms in three urban schools. Two schools in a fully implemented condition (FI) with a facilitator and a partially implemented condition (PI) without a facilitator were investigated using student achievement data, field notes, teacher questionnaires, and teacher focus groups. Repeated measures ANOVA indicate that student risk levels measured by DIBELS phonemic awareness and decoding tasks were reduced in both conditions but favored the FI condition. Qualitative evidence indicates that programmatic changes were implemented in one year, but more complex paradigmatic changes did not occur.

Original languageEnglish (US)
Pages (from-to)350-379
Number of pages30
JournalUrban Education
Volume48
Issue number3
DOIs
StatePublished - May 2013

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teacher
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Keywords

  • elementary school programs
  • literacy
  • remedial programs
  • special education programs
  • urban education

ASJC Scopus subject areas

  • Education
  • Urban Studies

Cite this

Translating Policy to Practice : Initiating RTI in Urban Schools. / Stahl, Katherine; Keane, Annette E.; Simic, Ognjen.

In: Urban Education, Vol. 48, No. 3, 05.2013, p. 350-379.

Research output: Contribution to journalArticle

Stahl, Katherine ; Keane, Annette E. ; Simic, Ognjen. / Translating Policy to Practice : Initiating RTI in Urban Schools. In: Urban Education. 2013 ; Vol. 48, No. 3. pp. 350-379.
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