Educators Voices on the Implementation of RTI in an Urban School

Here is the abstract from my most recent article in the Journal of Education. Reference:
Rinaldi, C., Higgins, A.O., & Stuart, S. K., (2011). Response to intervention: Educators’
perceptions of a three-year RTI collaborative reform effort in an urban elementary
school. Journal of Education, 19(2), 43-52.

ABSTRACT
What are educators’ perceptions of the adoption and effectiveness of the Response to Intervention (RTI) model in their own schools? Over a three-year time span, the authors interviewed educators at an urban elementary school about their perceptions of an RTI model, tracking the model’s development and the effectiveness of the implementation. The study was conducted through a university-school partnership that involved these elementary school educators from the initial planning through the implementation of the model while providing the professional development that was required to support the model. While the educators initially viewed the model as an administrative directive, they began to assume responsibility for the model’s implementation during the second year as they considered themselves change agents and problem solvers for their school. During the third year, with continued administrative support and evidence of the model’s effectiveness, participants engaged in the additional development and growth of the model and assumed responsibility for the model’s sustainability as part of the school change process. Results suggest that RTI’s collaborative structures, related professional development, and co-shared leadership supported the implementation process and contributed to the effectiveness of the model. Implications for practice are discussed.
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Article reviews RTI RTI, ELLs, Special Ed

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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