Agents of Change in RTI: What do teachers have to say about implementation

My most recent articles was just published in the International Journal of Whole Schooling

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The focus of the article is learning from teachers’ what is their perceptions of their implementation of a Response to Intervention (RTI) model. We conducted interviews about teacher perceptions of an RTI model during the second year of its implementation at an urban elementary school. Results were quite interesting and promising in this qualitative study and suggest that teachers’ perceptions of the RTI model grew more positive during the second year, compared to the first year of the model’s implementation.

Teachers told interviewers that the RTI model improved the special education referral process, progress monitoring practices, and the overall collaborative planning structures in their school. As part of the interviews and findings teachers also discussed the unique issues of referral of English language learners (ELLs). We also presented implications for practice.

We have another article coming in September on the teacher perceptions of implementation of RTI in year 3. It is schedule to come out in the September/Fall issue of the Journal of Education (Boston University). I will post on it as soon as it is available.

We would love your comments!

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RTI

Claudia Rinaldi View All →

Professor Claudia Rinaldi is the Chair of the Education Program at Lasell University. Her areas of research are the implementation of the Multi-Tier System of Supports (MTSS) framework in urban settings with English learners, teacher education in bilingual special education, and diversifying the teacher pipeline. Claudia has authored peer-reviewed publications and a book for educators called Practical Ways to Engage All Struggling Readers. She lead and developed a graduate certificate program in Teaching Bilingual Students with Disabilities for general, ESL and special education teachers geared towards applying research-informed practices to the questions and processes of identifying whether it is a language difference or a learning disability. Claudia developed a college mentoring program called Pathways to Teacher Diversity for districts and teacher education programs to partner in identifying and supporting underrepresented high school students interested in teaching careers to successfully access and persist in college. She serves in various boards including the National Center for Learning Disabilities and serves as an expert for Understood.org and the National Center for Intensive Interventions.

Professor Claudia Rinaldi believes that it is critical to prepare teacher leaders who may serve as advocates and allies and who will respond to the belief that all students can learn and succeed beyond barriers like culture, language, disability poverty, and marginalization in our country and globally.

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