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High School Turnaround: A Case Study

High School Turnaround: A Case Study

Rebecca Stobaugh, Wanda G. Chandler, Crystal White
Copyright: © 2015 |Pages: 27
ISBN13: 9781466685161|ISBN10: 1466685166|EISBN13: 9781466685178
DOI: 10.4018/978-1-4666-8516-1.ch010
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MLA

Stobaugh, Rebecca, et al. "High School Turnaround: A Case Study." Examining Response to Intervention (RTI) Models in Secondary Education, edited by Pam Epler, IGI Global, 2015, pp. 223-249. https://doi.org/10.4018/978-1-4666-8516-1.ch010

APA

Stobaugh, R., Chandler, W. G., & White, C. (2015). High School Turnaround: A Case Study. In P. Epler (Ed.), Examining Response to Intervention (RTI) Models in Secondary Education (pp. 223-249). IGI Global. https://doi.org/10.4018/978-1-4666-8516-1.ch010

Chicago

Stobaugh, Rebecca, Wanda G. Chandler, and Crystal White. "High School Turnaround: A Case Study." In Examining Response to Intervention (RTI) Models in Secondary Education, edited by Pam Epler, 223-249. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8516-1.ch010

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Abstract

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

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