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    Systemic Change for RTI: Key Shifts for Practice

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    Kozleski_Systemic_Change_for_RTI.pdf (98.97Kb)
    Issue Date
    2010-10-09
    Author
    Kozleski, Elizabeth B.
    Huber, Jennifer J.
    Publisher
    Taylor & Francis
    Type
    Article
    Article Version
    Scholarly/refereed, author accepted manuscript
    Metadata
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    Abstract
    RTI has the potential to meet the challenges of increasing diversity in student populations and the need for increasingly complex systems of instructional design. Three fundamental shifts in understanding systems and systems change must ground RTI policy and implementation work. First, RTI must be seen as an activity system nested within a larger system of influences and practices. Second, change is context-sensitive and, therefore, systems must invest in multiple strategies for implementing RTI. Third, local education agencies (LEAs) and state education agencies (SEAs) must invest in system and school improvement so that RTI aligns at multiple levels of the system to bridge the significant gap between research and practice. Consequently, a deep understanding of RTI models can only be obtained through the careful examination of both LEA and SEA system demands and investments.
    Description
    This is the author's accepted manuscript. The original publication is available at http://dx.doi.org/10.1080/00405841.2010.510696.
    URI
    http://hdl.handle.net/1808/12916
    DOI
    https://doi.org/10.1080/00405841.2010.510696
    Collections
    • Special Education Scholarly Works [297]
    Citation
    Kozleski, E. B. & Huber, J. J., (2010). Systemic change for RTI: Embedding change within a critical framework. Theory into Practice, 49, 258-264. http://dx.doi.org/10.1080/00405841.2010.510696

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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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