Skip to main content
SpringerLink
Log in
Book cover

Handbook of Response to Intervention pp 627–640Cite as

Challenges Faced by New Implementation Sites: The Role of Culture in the Change Process

  • Chapter
  • First Online:

Abstract

Districts and buildings can increase the probability that response to intervention (RTI) implementation efforts will be successful by providing due diligence to the planning and preparation process for launching. Drawing from the implementation research, this chapter provides guidance to districts and buildings who want to impact the degree to which the essential elements of RTI become the culture that changes outcomes for students and staff alike. These elements include shared values and beliefs about student learning, evidence-based instructional practices, data-based decision making, use of the problem-solving process, and teaming. In order to do this, the authors delineate important considerations during exploration and adoption, program installation, and during initial implementation that will establish teams to be good stewards of the change process.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   269.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   349.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   499.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Adelman, H. S., & Taylor, L. (2003). On sustainability of project innovations as systemic change. Journal of Educational and Psychological Consultation, 14, 1–26.

    Article  Google Scholar 

  • Adelman, H. S., & Taylor, L. (2007). Systemic change and school improvement. Journal of Educational and Psychological Consultation, 17, 55–77.

    Article  Google Scholar 

  • Batsche, G. M., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria: National Association of State Directors of Special Education.

    Google Scholar 

  • Blase, K., & Fixen, D. (2013). The hexagon tool: Exploring context. Chapel Hill: NC. National Research Implementation Network.

    Google Scholar 

  • Burns, M. K. (2007). RTI WILL fail, unless…. Communiqué, 35(5), 38–40.

    Google Scholar 

  • Coleman, D., & Pimentel, S. (2012). Revised publishers’ criteria for the common core state standards in english language arts and literacy, Grades K-2. http://www.corestandards.org/assets/Publishers_Criteria_for_K-2.pdf. Accessed 13 May 2014.

  • Colvin, G., Kame’enui, E., & Sugai, G. (1993). Reconceptualizing behavior management and school-wide discipline in general education. Education and Treatment of Children, 16, 361–381.

    Google Scholar 

  • Culture. [Def. 5]. (n.d.). Merriam-Webster Online. In Merriam-Webster. http://www.merriam-webster.com. Accessed 1 Nov 2012.

  • Curtis, M. J., & Stollar, S. A. (2002). Best practices in system-level change. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology: IV (pp. 223–234). Bethesda: National Association of School Psychologists.

    Google Scholar 

  • Elliot, J., & Morrison, D. (2008). Response to intervention blueprints: District level edition. Alexandria: National Association for State Directors of Special Education.

    Google Scholar 

  • Elmore, R. F., & McLaughlin, M. W. (1988). Steady work: Policy, practice and the reform of American Education. Santa Monica: RAND.

    Google Scholar 

  • Englert, C. S., Tarrant, K. L., & Rozendal, M. S. (1993). Educational innovations: Achieving long-lasting curricular change through extended collaboration and reflective practice. Education and Treatment of Children, 16, 441–473.

    Google Scholar 

  • Ervin, R. A., Schaughency, E., Goodman, S., McGinchey, M. T., & Matthews, A. (2006). Merging research and practice agendas to address reading and behavior school-wide. School Psychology Review, 35, 198–223.

    Google Scholar 

  • Filter, K. J., & Horner, R. H. (2009). Function-based academic interventions for problem behavior. Education and Treatment of Children, 32, 1–19.

    Article  Google Scholar 

  • Fixsen, D. L., Naoom, S. F., Blasé, K. A., Friedman, R. M., & Wallace, R. (2005). Implementation research: A synthesis of the literature. Tampa: National Implementation Research Network.

    Google Scholar 

  • Freeman, R., Eber, L., Anderson, C., Irvin, L., Bounds, M., Dunlap, G., & Horner, R. H. (2006). Building inclusive school cultures using school-wide PBS: Designing effective individual support systems for students with significant disabilities. Research and Practice for Persons with Severe Disabilities, 31(1), 4–17.

    Google Scholar 

  • Fullan, M. (1991). The new meaning of educational change. New York: Teachers College Press.

    Google Scholar 

  • Fullan, M. G. (1999). Change forces: The sequel. Philadelphia: Falmer Press.

    Google Scholar 

  • Fullan, M. (2003). Change forces with a vengeance. London: Routledge Falmer.

    Book  Google Scholar 

  • Fullan, M. (2005). Leadership and sustainability: System thinkers in action. Thousand Oaks: Corwin Press.

    Google Scholar 

  • Glatthorn, A. (1990). Supervisory leadership. New York: Harper Collins.

    Google Scholar 

  • Goodman, S., & Miller, D. (2012, October). A district model for integrated RtI systems. Presentation at the 2012 National PBIS Leadership Forum, Rosemont, IL.

    Google Scholar 

  • Guskey, T. R. (1995). Professional development in education: In search of the optimal mix. In T. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 114–131). New York: Teachers College Press.

    Google Scholar 

  • Hall, G. E., & Hord, S. M. (1987). Change in schools: Facilitating the process. New York: State University of New York Press.

    Google Scholar 

  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.

    Google Scholar 

  • Hawken, L. S., Vincent, C. G., & Schumann, J. (2008). Response to intervention for social behavior: Challenges and opportunities. Journal of Emotional and Behavioral Disorders, 16, 213–225.

    Article  Google Scholar 

  • Herman, R., Dawson, P., Dee, T., Greene, J., Maynard, R., Redding, S., & Darwin, M. (2008). Turning around chronically low-performing schools: A practice guide (NCEE #2008-4020). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

    Google Scholar 

  • Hollingsworth, S. (1992). Learning to teach through collaborative conversation: A feminist approach. American Educational Research Journal, 29, 373–404.

    Article  Google Scholar 

  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179.

    Article  Google Scholar 

  • Joyce, B., & Showers, B. (1980). Improving inservice training: The messages of research. Educational Leadership, 37, 379–385.

    Google Scholar 

  • Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed., p. 78). Alexandria: ASCD.

    Google Scholar 

  • Kameenui, E., Fuchs, L., Francis, D., Good, R. III, O’Connor, R., Simmons, D., Tindal, G., & Torgesen, J. (2006). The adequacy of tools for assessing reading competence: A framework and review. Educational Researcher, 35, 3–11.

    Article  Google Scholar 

  • Klingner, J. K., Ahwee, S., Pilonieta, P., & Menendez, R. (2003). Barriers and facilitators in scaling up research-based practices. Exceptional Children, 69, 411–429.

    Google Scholar 

  • Kurns, S., & Tilly, W. D. (2008). Response to intervention blueprints: School building level edition. Alexandria: National Association for State Directors of Special Education.

    Google Scholar 

  • Lieberman, A., & Miller, L. (2002). Transforming professional development: Understanding and organizing learning communities. In W. D. Hawley & D. L. Rollie (Eds.), The keys to effective schools: Educational reform as continuous improvement (pp. 74–85). Thousand Oaks: Corwin.

    Google Scholar 

  • Lohrmann, S., Martin, S. D., & Patil, S. (2013). External and internal coaches’ perspectives about overcoming barriers to universal interventions. Journal of Positive Behavior Interventions, 15, 26–38.

    Article  Google Scholar 

  • McCarthy, B. (1982). Improving staff development through CBAM and 4MAT. Educational Leadership, 38, 20–25.

    Google Scholar 

  • McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation of school-wide positive behaviour support. Exceptional Children, 79, 293–311.

    Google Scholar 

  • McIntosh, K., Predy, L., Upreti, G., Hume, A. E., & Matthews, S. (2014). Perceptions of contextual features related to implementation and sustainability of school-side positive behavior support. Journal of Positive Behavior Interventions, 16, 29–41.

    Google Scholar 

  • Preciado, J. A., Horner, R. H., Scott K., Baker, S. K. (2009). Using a function-based approach to decrease problem behaviors and increase academic engagement for Latino English language learners. The Journal of Special Education, 42, 227–240.

    Article  Google Scholar 

  • Simmons, D. C., & Kame'enui, K. J. (2003). A consumer’s guide to evaluating a core reading program Grades K-3: A critical elements analysis. http://oregonreadingfirst.uoregon.edu/inst_curr_review.html. Accessed 13 May 2014.

  • Sindelar, P., Shearer, D., Yendol-Hoppey, D., & Liebert, T. (2006). The sustainability of inclusive school reform. Exceptional Children, 72, 317–331.

    Article  Google Scholar 

  • Stanovich, P. J., & Stanovich, K. E. (2003). Using research and reason in education: How teachers can use scientifically based research to make curricular and instructional decisions. Portsmouth: RMC Research Corporation.

    Google Scholar 

  • Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A. P., Turnbull, H. R. III, Wickham, D., Ruef, M., & Wilcox, B. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2, 131–143.

    Article  Google Scholar 

  • VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D. (2007). A multi-year evaluation of the effects of a Response to Intervention (RTI) model on identification of children for special education. Journal of School Psychology, 45, 225–256.

    Article  Google Scholar 

  • Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., et al. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional & Behavioral Disorders, 4, 194–209.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Kansas, Lawrence, USA

    Dawn Miller

  2. University of Minneosota, Minneapolis, USA

    Rachel Freeman

Authors
  1. Dawn Miller
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Rachel Freeman
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Dawn Miller .

Editor information

Editors and Affiliations

  1. University of California, Santa Barbara Gevirtz Graduate School of Education, Santa Barbara, California, USA

    Shane R. Jimerson

  2. University of Missouri, Columbia, Missouri, USA

    Matthew K. Burns

  3. Education Research & Consulting, Inc., FAIRHOPE, Alabama, USA

    Amanda M. VanDerHeyden

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer Science+Business Media New York

About this chapter

Cite this chapter

Miller, D., Freeman, R. (2016). Challenges Faced by New Implementation Sites: The Role of Culture in the Change Process. In: Jimerson, S., Burns, M., VanDerHeyden, A. (eds) Handbook of Response to Intervention. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-7568-3_35

Download citation

Publish with us

Policies and ethics

Search

Navigation