Graduation Year

2009

Document Type

Dissertation

Degree

Ph.D.

Degree Granting Department

Psychological and Social Foundations

Major Professor

George Batsche, Ed.D.

Committee Member

Michael Curtis, Ph.D.

Committee Member

Jeffrey Kromrey, Ph.D.

Committee Member

Roger Boothroyd, Ph.D.

Keywords

data-based decision-making, systems change, educators, implementation, professional development

Abstract

This program evaluation study examined the relationship between Problem Solving/Response to Intervention (PS/RtI) training and technical assistance and educator and implementation outcomes following the first year of a 3-year project. Educators from 40 pilot schools in eight districts participating in the study received ongoing professional development targeting the rationale for the initiative, systems change issues, and the steps of the PS/RtI model. Data on educator beliefs, educator perceived and demonstrated PS/RtI skills, and PS/RtI implementation were collected throughout the year from the 40 pilot schools as well as 33 comparison schools. To examine the relationships between PS/RtI training and technical assistance and preliminary outcomes, a series of multi-level models were conducted. Results of the analyses suggested that the ongoing professional development provided during the first year related to some outcomes. Specifically, PS/RtI training and technical assistance appeared to be positively related to increases in the beliefs and perceived skills of educators. The relationship between professional development activities and other outcomes targeted during the first year (i.e., demonstrated skills and implementation) was unclear. Potential explanations for the findings from this study and implications for future research are discussed.

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