Proposal Title
Supporting our Students: Response to Intervention Implementation in Massachusetts.
Abstract
Many educators grapple with providing effective prevention and safety nets for students. This session draws upon a Lesley University Russel Research Project designed to identify exemplar programs, practices, or structures for implementation of the Massachusetts’ Multi-tiered Systems for Support, with particular emphasis on Response to Intervention. The findings are derived from survey data collected from current in-service literacy educators, with follow-up interviews and observations conducted in school settings.
The question driving this research is as follows: How do districts, schools, or individual teachers organize and carry out programs or practices according to the guidelines of Massachusetts’ Multi-tiered Systems of Support including enactment of the Response to Intervention state framework? According to the responders: What organizational structures, programs, or practices are most effective in terms of advancing outcomes for students?
The objective of this research is to identify practices and/or organizational structures within school settings that may serve as exemplars of best practices. It is the expectation that districts or schools within districts will demonstrate programmatic or organizational strengths and weaknesses, and with that in mind, the researchers hope to isolate bits and pieces that emerge as exemplars when examining data from a broad sampling of programs or practices that are representative across the state. There is much interest is gleaning information from exemplars of programs, practices, and organizational structures as they exist within the unique contexts of schools and districts.
This presentation will consist of an overview of the findings of the Russell funded research project including an overview of current best practices as shared by participating panelists.
Start Date
27-3-2019 4:00 PM
End Date
27-3-2019 4:50 PM
Room Number
U-Hall 3-087
Presentation Type
Panel
Disciplines
Education
Supporting our Students: Response to Intervention Implementation in Massachusetts.
Many educators grapple with providing effective prevention and safety nets for students. This session draws upon a Lesley University Russel Research Project designed to identify exemplar programs, practices, or structures for implementation of the Massachusetts’ Multi-tiered Systems for Support, with particular emphasis on Response to Intervention. The findings are derived from survey data collected from current in-service literacy educators, with follow-up interviews and observations conducted in school settings.
The question driving this research is as follows: How do districts, schools, or individual teachers organize and carry out programs or practices according to the guidelines of Massachusetts’ Multi-tiered Systems of Support including enactment of the Response to Intervention state framework? According to the responders: What organizational structures, programs, or practices are most effective in terms of advancing outcomes for students?
The objective of this research is to identify practices and/or organizational structures within school settings that may serve as exemplars of best practices. It is the expectation that districts or schools within districts will demonstrate programmatic or organizational strengths and weaknesses, and with that in mind, the researchers hope to isolate bits and pieces that emerge as exemplars when examining data from a broad sampling of programs or practices that are representative across the state. There is much interest is gleaning information from exemplars of programs, practices, and organizational structures as they exist within the unique contexts of schools and districts.
This presentation will consist of an overview of the findings of the Russell funded research project including an overview of current best practices as shared by participating panelists.
