Abstract

Student success is important for student learning, for parents, and for schools; however, in the last decade standardized test data has shed much light on the need for improved student performance across grade levels. Research findings identify that there are millions of struggling readers in US schools. Using assessment data, schools are implementing various types of intervention systems in an effort to meet all students' needs. Response to Intervention (RtI) is a method of intervention that provides systematic assistance to students who have learning difficulties and need additional support beyond regular classroom instruction. Results showed that RtI related activities (i.e., academic, behavioral, social) encompassed the majority of the participating school counselors' time and responsibilities. Additional results showed that because of the increased number of struggling learners in schools and the way schools view the school counselor's responsibilities, a shift has occurred in their overall role. Participating counselors reported that they spend a fraction of their time in counseling and the majority of their time in "managing" cases; they deal with countless hours of paperwork and testing. Study results also raised questions about what RtI is, how the model is implemented in schools, and about a need to revisit the role of the school counselor within the RtI framework. Our students will benefit not only from quality instruction, assessment, support, and services, but they also need the valuable services of a school counselor. School counselors with the collaboration of teachers and parents provide the most beneficial way for student success.

Notes

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Thesis Completion

2013

Semester

Spring

Advisor

Zygouris-Coe, Vicky

Degree

Bachelor of Arts (B.A.)

College

College of Education and Human Performance

Degree Program

Teaching, Learning and Leadership

Subjects

Dissertations, Academic -- Education;Education -- Dissertations, Academic

Format

PDF

Identifier

CFH0004323

Language

English

Access Status

Open Access

Length of Campus-only Access

None

Document Type

Honors in the Major Thesis

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