Implementing principles of the Response To Intervention model: One school's application of the model2014 January 1900 (has links)
A current model for the early identification of students with academic struggles that is recognized by the Saskatchewan Ministry of Education is that of Response to Intervention (RTI). While the Ministry espouses the use of RTI, it does not mandate its application, nor identify which principles of the model are considered most effective. I conducted a qualitative, instrumental case study involving one rural school identified by the school division as effectively applying the principles of RTI. Using a semi-structured interviewing technique, and working with three participants, I identified which of the RTI principles the school believes to be effective, how the school implemented these principles, and the factors and conditions that contributed to their implementation. Along with interviews, documents collected from the school and school division that pertain to the application of RTI principles were analyzed. Finally, a narrative description of the research was completed. In total, ten themes were identified and further differentiated into four categories. The categories and corresponding themes are: 1) Attributes of the model that are considered critical: tiered intervention, assessment practices and division based supports. 2) Implementation strategies used: professional development, access to resources, and support provided when needed. 3) District and school factors that contribute to effectiveness of model: student and staff engagement and staff teaching philosophy. 4) Extraneous factors that contribute to the effective implementation: staffing and time. The implications of these findings are that effective implementation and maintenance of RTI principles requires careful planning, communication and a team approach. The principles of the model must be a priority for all staff involved in whatever capacity they contribute.
Fugate, Margrette Katherine
25 February 2013
The reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA) in 2004 states that a local education agency (LEA) may use a process that determines whether a child responds to scientific, research-based intervention as part of the evaluation procedures to identify the child as having a specific learning disability and as eligible to receive special education services. One such process that LEAs are using is response to intervention (RTI). Typically, RTI has been conceptualized and implemented as a multitiered prevention and intervention instructional support system for struggling learners. The implementation of RTI requires practitioners’ knowledge and skill in the planning, development, and execution of its innovative, scientifically based research methods. Rogers’s (2003) diffusion of innovation model served as the framework for this study. Rogers’s 5 main steps in the innovation-decision process were examined: (a) knowledge, (b) persuasion, (c) decision, (d) implementation, and (e) confirmation. Through this lens, how the innovation-decision process influences educators and schools to adopt or not adopt multitiered instruction defined as RTI was examined. The study explored whether practitioners did adopt RTI; whether all 5 stages were implemented by the educators; and, if so, whether they were sequenced. The study also examined whether adoption occurred and all aspects of RTI were being adhered to. Despite an abundance of research and writings on the pedagogical implications related to RTI, largely due to recent federal policy, there is a paucity of research on RTI regarding the organizational complexity related to implementing RTI. This lack of inquiry of organizational processes and effects of RTI affects both general and special educators, and consequently students of all ages. / text
Staff attitude change as a result of Response to Intervention implementation in West Virginia schoolsYoke, Holly. January 2007 (has links)
Theses (Ed.S.)--Marshall University, 2007. / Title from document title page. Includes abstract. Document formatted into pages: contains 57 pages. Bibliography: p. 36-37.
THE SIGNIFICANCE OF THE RESPONSE TO INTERVENTION MODEL ON ELEMENTARY READING PERFORMANCE IN MISSOURIHarrison, Philip 01 August 2017 (has links)
The purpose of this study is to ascertain the essential elements of Response to Intervention programs among 150 high performing Title I schools with high rates of poverty as measured by free/reduced lunch participation rates. Response to Intervention (RTI) is a nationally-known instructional model used to assist students who are struggling to obtain or maintain grade-level equivalency in reading and math. This study focused on reading, as this subject is the one most targeted in schools for full intervention supports. This study utilized a quantitative research approach, which included examining and rank ordering data supplied by the Missouri Department of Elementary and Secondary Education. The study used a survey instrument to determine how frequently instructional coaches in fifty selected districts used program elements. The research revealed that the most effective RTI model is a fully implemented one. The goal of this study is to inform districts of the most powerful elements of the RTI model in order to meet the learning needs of struggling students in reading.
Skelding-Dills, Kathleen Ann
09 August 2013
Response to Intervention's (RtI) original design was implemented as a kindergarten through third grade intervention for struggling readers. Therefore, it is difficult to conceptualize RtI as an intervention model to be used for high school students. Nevertheless, high schools have adopted RtI as an intervention model. The purpose of the study was to investigate and describe how one high school implemented RtI. The researcher utilized qualitative research methods to conduct the study. The two overarching research questions for the study were: Were the essential components of Response to Intervention implemented in this high school? Was the Response to Intervention framework implemented with fidelity? Research-based practices found in the literature that have influenced the implementation of RtI were (a) a structured focus on prevention for academic failures, (b) the use of the suggested RtI model consistently and with fidelity, and (c) a strong consideration for adoption of the suggested framework using the essential components of RtI (RtI Action Network, 2013). The essential components of RtI found in the literature were universal screening, data collection, progress monitoring, a problem solving team, data-based decision making, and evidence-based interventions. The study attempted to determine if the high school implemented the essential components of RtI with fidelity, defined as "implemented RtI as it was intended by the program developers" (Mellard & Johnson, 2008, p. 240). The study found that not all essential components of RtI were implemented with fidelity in the high school. All participants interviewed stated that the screening tools that were being utilized were not screening tools that were described in the literature. Participants identified the use of data collection and progress monitoring, but did not express a consistency in the practices. Because these two components were not implemented consistently, participants noted that the three-tiered system lacked evidence-based practices and interventions. Based on the participants' responses, the researcher concluded that the high school's implementation of RtI lacked fidelity. Through review of CHD High School's historical records, it appeared that the implementation of RtI only provided a minimal amount of improvement in students' academic grades, dropout rate, and standard assessments scores. Implications and recommendations for practice and future research are offered in Chapter 5. / Ed. D.
01 January 2015
The roles of reading specialists differ from campus to campus throughout the study site due to varied implementations of Response to Intervention (RTI). To ensure that students were receiving consistent interventions based on their needs, the site needed to examine how and when instructional services were delivered to struggling students, as well as the role of the reading specialist in the process. The purpose of this qualitative case study was to explore the perceptions, experiences, and roles of reading specialists as the RTI framework was implemented at the elementary school level. This study was guided by Vygotsky's social constructivist learning theory, which holds that understanding is built through interactions, observations, and experiences. The research questions focused on the reading specialists' understanding of RTI, reading specialists' roles in RTI, challenges of implementing RTI, and professional development provided on RTI. Data were transcribed, categorized, open coded, and thematically analyzed. Member checks were used to strengthen the trustworthiness of the findings. Results revealed 5 major themes: understanding the RTI process, supporting struggling students, lack of funding and resources, collaboration/communication, and staff development. The findings can contribute to positive social change by leading administrators, instructional support teachers, and reading specialists to an increased understanding of the RTI process, and thereby improving RTI implementation procedures for struggling readers and subsequently increasing student achievement.
Reid-Shea,Theresa_SchoolCounsellingandPsychology_InvestigatingtheuseofaTierThreeReadingIntervetionwithStrugglingReaders_November_20152015 November 1900 (has links)
This investigation used a one-group pretest-posttest design to examine the relationship between a tier three reading intervention program (i.e., a program designed for students that have failed to respond to regular (tier one) and resource (tier two) supports), and grade-level reading gains, as measured using the Fountas and Pinnell Benchmark Assessment System (Fountas & Pinnell, 2010), for 140 students between grades two and four. All students included in this study began well-below their expected grade-level in reading (i.e., two or more grade-levels below). In order to describe the gains made in grade-level reading ability, the Fountas and Pinnell Benchmark Assessment System (Fountas & Pinnell, 2010) was used pretest and posttest to track reading gains. Results from descriptive statistics, Kruskal-Wallis H tests, Mann-Whitney U tests, t-tests, and a multiple regression were indicative of positive reading gains. Approximately 74% of participants achieved grade-level reading gains that had the potential to close the reading gap (i.e., 0.75 grade-levels or more as measured using the Fountas and Pinnell Benchmark Assessment System (Fountas & Pinnell, 2010)). These results were similar for all participants regardless of gender, diagnosis status (i.e., garden-variety poor reader, physical disability, and learning/attentional disability) or first language status (i.e., English as an additional language or English). This study provides preliminary evidence that this intervention is improving reading outcomes for tier three students. Moving forward, stakeholders of this division would be encouraged to develop a well-designed, structured mixed-methods research study with standardized assessment measures and planned follow-up.
Graham, Sabrina L.
Theses (Ed.S.)--Marshall University, 2007. / Title from document title page. Includes abstract. Document formatted into pages: contains 53 pages. Bibliography: p. 28-29.
University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to InterventionHovey, Katrina A. 12 1900 (has links)
Pre-service teachers are entering the field as novice practitioners with concerns regarding their ability to confidently and effectively implement key components of response to intervention (RTI). This concurrent mixed-methods study explores pre-service teachers' (N =169) perceptions and experiences with key components of RTI (e.g., screening, multi-tiered evidence-based intervention, progress monitoring, and data-based decision making). A questionnaire in conjunction with open-response items and four focus groups provided data to identify aspects of university coursework and field experiences that contribute to pre-service teachers' perceived ability to confidently implement key components of RTI. The results of this investigation show between group differences in perception and experiences related to RTI. Special education certification seekers reported higher perceived confidence, receiving more coursework, and having more field experiences with RTI than elementary, middle grade, and secondary certification seekers. Among all groups, secondary certification seekers reported the lowest confidence, least amount of coursework, and fewest field experiences with RTI. Pre-service teachers in this study valued coursework and knowledgeable instructors who emphasized the components of RTI and participating in hands-on class activities. Participants noted benefits from or a desire for field experiences with struggling learners and having mentors with knowledge and expertise in RTI. Study findings suggest providing pre-service teachers with comprehensive preparation in RTI during coursework in combination with field experiences working with struggling learners may increase perceived confidence and is valued.
Collins, Keith Ryan
16 December 2014
RTI has gained popularity in recent years. RTI uses research-based instruction, data based decisions, and early interventions to identify and remediate students early. However, little research exists regarding the effects of RTI implementation in schools. This embedded case study looks at how a subject school implemented RTI, how it intervened with its most at-risk students, and the relationship between reading scores in first grade and at the end of fourth grade. The findings show that the school implemented RTI utilizing a hybrid model, incorporating components of both the standard protocol and problem-solving approaches to RTI. To monitor student progress, the school also utilized a hybrid model incorporating components of both the direct approach and the progress monitoring approach. To provide a common understanding of the RTI model, the district created a manual that documented the RTI expectations and a manual that documented the problem-solving process. The district addressed fidelity of implementing these expectations by holding the schools accountable for instructional fidelity. The district monitored instructional fidelity through quarterly superintendent reports, monthly data meetings, and by hiring an outside consultant. The data regarding the relationship between first and fourth grade scores suggested that RTI does not differ from current research, suggesting there is a relationship between first grade reading scores and fourth grade reading scores. / Ed. D.
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