Browsing by Author "Rowden, Elizabeth Szydlo"

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    Response to Intervention: A Case Study Documenting one Elementary School's Successful Implementation
    Rowden, Elizabeth Szydlo (Virginia Tech, 2020-05-01)
    The use of Response to Intervention, more commonly referred to as RTI has become more prevalent as school systems look to find ways of bridging the opportunity gap and provide support those students who are not successful in their attempts to access the general education curriculum. More research is needed in order to have a better understanding of not only how schools implement RTI, but also how they utilize data, monitor student progress and help to ensure fidelity of implementation. The purpose of this study was to examine and explain how one elementary school with a high quality RTI program implemented Response to Intervention while keeping all three essential components in consideration. The findings demonstrate that the subject elementary school combined several elements of Response to Intervention and in turn, created their own version of a hybrid RTI model that utilized components from both the standard protocol model and the problem-solving model. In order to monitor student progress, universal screeners were utilized several times throughout the year for both reading and math. Reading was also monitored through running records, PALS Quick Checks, Orton Gillingham assessments, and exit tickets, whereas Math utilized formative assessments, anecdotal notes, and exit tickets to track student progress. Each math and reading CLT met weekly to engage in dialogue around student data. An important finding is that the subject elementary school made RTI implementation decisions around what was best for their students, which allowed for a more flexible and adaptable approach. The system utilized targeted individual student needs and helped to ensure that ALL students had access to the necessary supports that would help to ensure student success.
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    Why Special Educators Stay: A Phenomenological Examination of Factors Impacting Special Educator Retention in Northern Virginia's Urban Public Schools
    Gavin, Matthew (Virginia Tech, 2024-04-12)
    Cultural stigma and a looming teacher deficit, exacerbated by the COVID-19 pandemic, have created an increased need for special educators. Considering these issues, this research used traditional phenomenological qualitative methodologies to understand why public-school special education teachers of students with low incidence disabilities (SETs-LIDs) remained in the profession. The purpose was to better understand the lived experiences of SETs-LIDs, and it was designed as a phenomenological qualitative study. The primary research question was "What factors impact SETs-LIDs who continue to teach in special education during difficult times?" Secondary questions were (a) "What are the lived experiences of SETs-LIDs that influence their retention?" and (b) "How do SETs-LIDs cope with the challenges of their work?" Data were obtained through a demographic survey and independent interviews, which were designed to better understand why public-school SET-LIDs remain in the profession. Participants were selected based on responses to the demographic survey, and inclusion criteria included SETs-LIDs with diverse employment backgrounds. Ninety-six special educators responded to the demographic survey and 15 SET-LIDs were interviewed. Textual descriptions generated from the research were work satisfaction from relationships, intrinsic or altruistic motivation, positive administrative experiences, and external factors. Structural descriptions of the research were frustration, a desire for understanding, inequity and exclusion, and uncertainty. The "what" and "how" of individuals impacted by the difficulties of SET-LID attrition were interpreted. Participants described meaningful relationships with students and administrators as being fundamental to their retention. This research also found that SET-LIDs desired resources, understanding, appropriate professional development, and expert guidance. Implications for professional practices and future research were suggested.