Evaluating Response to Instruction and Intervention in a Small School District
Date of Submission
Doctor of Psychology (PsyD)
Robert A. DiTomasso, Ph.D., ABPP
George McCloskey, Ph.D., Chairperson
Diane L. Smallwood, Psy.D.
Joseph Martin, Ed.D.
No Child Left Behind has required educational systems to be accountable for student reading achievement. Although accountability through statewide assessments can determine proficiency, these do not provide reliable results that are instructionally relevant. Educators are in need of reliable indicators of achievement to produce improvements in student outcomes. This study identified two new areas of measurable indicators, Instability Index and Improvement Index. These indicators offer educators the ability to determine the effectiveness of their RtII process by allowing educators to evaluate groups of student proficiency levels on progress monitoring measures that can be taken as evidence that core instruction and tiered intervention succeeds in helping students to progress at an ideal rate.
Rowan, Kathryn A., "Evaluating Response to Instruction and Intervention in a Small School District" (2011). PCOM Psychology Dissertations. 196.