Abstract
Response to Intervention (RTI) models are currently being implemented in many school districts nationwide. However, at a time when interest in RTI is high, the extent to which it is being implemented effectively in rural schools is largely unknown. Teachers and administrators in two rural elementary schools in the Southeastern United States who were part of a state-wide RTI pilot project participated in this study. Interviews were conducted along with field observations of classroom instruction and team problem-solving meetings. Using a multi-step process for data analysis, various implementation themes emerged related to tiered instruction, data-based decision making, support for model implementation, and collaboration. Findings in these areas support issues raised in the literature regarding factors in rural schools that may impede or enhance fidelity of model implementation. Implications for practice and future research are discussed.
Highlights
Response to Intervention (RTI) models are currently being implemented in many school districts nationwide
These topics encompass issues and themes raised in the literature about RTI implementation (Berkely, Bender, Peaster, & Saunders, 2009; Bursuck et al, 2004; Fuchs & Deshler, 2007; Gersten & Dimino, 2006; Gersten et al, 2009) and that are relevant for implementation in rural schools (Bursuck, Robbins & Lazaroff, 2010)
Having a core program that is scientifically-based can be helpful for a school just beginning to implement RTI as the content and pedagogy employed provide a good model for teachers and help ensure that instruction is comprehensive and leads to positive student outcomes (Bursuck & Damer, 2011)
Summary
Response to Intervention (RTI) models are currently being implemented in many school districts nationwide. Access to effective staff development is essential in rural regions and can be challenging when factoring in travel expenses, sparse resources, and fewer connections to higher education due to remote school locations (Clarke & Wildy, 2011) It may prove difficult for rural schools to leverage funds and draw a suitable candidate pool for support positions necessary for RTI implementation such as intervention specialists, instructional coaches, RTI coordinators, school psychologists and speech and language pathologists, (Clark & Wildy, 2011; Stecker, Fuchs, & Fuchs, 2008). Given the potential pitfalls involved in implementing RTI in rural areas, Gersten & Dimino’s (2006) view that “the study of (RTI) implementation is just as important as the study of its outcomes” (p.105) makes considerable sense The purpose of this exploratory research was to study the experiences of two rural schools in the Southeastern United States during their first year of piloting an RTI problem-solving model. Both schools served kindergarten through fifth grade students, a majority of whom were Caucasian
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