Response To Intervention Framework Research Articles

Developing and Implementing a Tier 1 Reading Program Within an RTI Framework: A University–School Partnership

Response to intervention (RTI) is a valuable framework for providing effective and equitable educational opportunities to all students; however, recent research indicates that RTI programs are not achieving their potential for promoting student learning. As schools develop, implement, and sustain RTI systems, they would benefit from the addition of collaborative support provided by professionals knowledgeable about the RTI framework, including specific elements of this model such as evidence-based practices and progress monitoring assessments. We describe the process and outcomes of a university–school partnership aimed at developing and implementing an RTI program for reading at the Tier 1 level.

Development and validation of a semi-automated, scalable response to intervention framework in mathematics

Response to Intervention (RTI) has been shown to be better at identifying and addressing learning difficulties than other frameworks. However, only a few educational systems have implemented it, and it can be difficult for schools to implement RTI on their own without policies in place. One solution is to create semi-automated digital tools that can assist with RTI without requiring a lot of extra time from the teacher. This study describes the development and implementation of such tools in schools that were not previously familiar with RTI. The effectiveness of the tools was tested by comparing 5 schools (149 students) that used RTI with 8 schools (269 students) that did not. The results showed that the extra practice was effective and that students in the intervention group made significantly more progress in arithmetic fluency than their peers in the control group. These students were also more likely to leave the “low achievement” and “at risk of Mathematics Learning Difficulties” zones than students in the control group. This suggests that it is possible to develop a scalable RTI framework and implement it in educational systems without RTI-based policies.

An implementation case study for the Response to Intervention (RTI) approach for oral language and reading instruction in the early years of primary school

ABSTRACT In this paper, we report the initial stages of Response to Intervention (RTI) implementation in one school that participated in the Getting it Right from the Start (GIRFTS) pilot study. Implementation of an RTI framework for oral language and reading was supported by teacher professional learning and a dedicated Implementation Support Partner (ISP). Participants were interviewed to explore their perceptions of the change process and identify barriers and enablers to implementation. Thematic analysis was used to identify factors that supported the implementation of RTI, including strategic collegial relationships, teacher motivation, and a desire to achieve consistency of assessment and instruction. The ISP was seen as a crucial coaching role for keeping implementation on track, providing feedback and advice, and helping teachers translate professional learning into their school context. This study highlights some key factors that schools and policy-makers should focus on to promote successful early implementation of RTI approaches.

STUDI INTERVENSI BAGI GURU DI INDONESIA UNTUK MENANGANI ANAK BERKELUARBIASAAN GANDA (TWE) DI KELAS

The talents of TWE (twice-exceptional) children often mask their weaknesses or vice versa. The aim of this intervention study was to increase teachers’ knowledge and familiarities with twice exceptional children as well as to introduce strategies that would enhance the experiences of these children in the classroom. This program for teaching twice-exceptional children was based on the Response to Intervention (RTI) approach (Fuchs Fuchs, 2005) to delivering different types of interventions to students based on their needs. In this research, the intervention consisted of four weeks training including tutorials, focus group discussions (FGDs), role-plays, and evaluations. The research was conducted with 61 primary school teachers from ten primary schools in different regions/districts in Jakarta, Indonesia. There was a pre-intervention test before the implementation of the intervention and a post-intervention test to evaluate the intervention. A mixed-model analysis of variance (ANOVA) has been used to analyse the data. The between-subject factor was Condition (Intervention vs. Control) while the within-subject factor was Time (pre/baseline vs. post/time 2). The intervention sessions resulted in teachers having now learned and being more aware of the characteristics of TWE children with the hope that they will implement the RTI framework in their schoolsKeywords : TWE (twice-exceptional) children, teachers, intervention, RTI (Response to Intervention) framework, familiarity, experiences.

Research to practice to research: Examining who, how, what, when, and where for early literacy interventions within tiered frameworks

AbstractTiered frameworks, such as Response to Intervention (RtI), have become a primary approach within K‐12 settings for identifying children who may need additional intervention. Recent literature suggests RtI is also occurring in many early childhood programs, and early literacy is often an area of focus. While there are data indicating improved outcomes for children who received early literacy intervention, we had many unanswered questions regarding the characteristics of early literacy interventions implemented with young children within RtI frameworks. Using Preferred Reporting Items for Systematic Reviews and Meta‐analyses guidelines, we conducted a systematic review of the literature to understand who the studies were about, how the researchers identified children in need of higher tiers of support, what content was emphasized through which intervention methods, and where and when the interventions occurred. Our findings indicate that intervention studies overwhelmingly occurred with young children from racially and ethnically minoritized communities and economically marginalized backgrounds. Interventions focused on early literacy skill areas related to later reading achievement and were often delivered by members of research teams. We discuss implications for practitioners striving to implement research‐based interventions in their classrooms. We also discuss implications for researchers seeking to design and implement early literacy intervention studies with practical applicability.

Alignment of School and Leadership Practices in Basic Education with Response-to-Intervention Model

This study assessed the implementation of school and leadership practices of the selected basic education schools and their alignment with the Response-to-Intervention (RTI) model components which enhanced the RTI implementation. The gaps in aligning the school and leadership practices with the RTI model were identified as concerns. As the RTI model is about preparing all students for success in their adult lives and careers, the school leaders hold a very significant position in improving the academic performance of all their learners. The study used the mixed method. The quantitative data analysis used a survey questionnaire and sent to the respondents through Google Forms. The descriptive statistics of frequency, mean and standard deviation was calculated using the IBM SPSS Statistics. For the qualitative data, an interview was conducted with the school principals, guidance counselors and selected class advisers, to clarify and support the responses in the survey questionnaire.
 Based on the findings, the researcher designed the contextualized RTI framework for basic education in Cebu City, Philippines. The recommendations of the study were: (1) include the RTI systems and procedures in the quality management system of the school; (2) for human resource departments and hiring committees, they should consider the qualification each potential new principal his or her previous experience working with students with special needs; (3) schools should consider providing professional development and training opportunities to principals whose sole or primary classroom teaching experience has been in general education; and, (4) for an individualized professional development planning process, principals might want to incorporate professional development opportunities that focus on leadership support for interventions.

Promoting Reading Achievement in Children With Developmental Language Disorders: What Can We Learn From Research on Specific Language Impairment and Dyslexia?

PurposeSpecific language impairment (SLI; see also developmental language disorder) and dyslexia are separate, yet frequently co-occurring disorders that confer risks to reading comprehension and academic achievement. Until recently, most studies of one disorder had little consideration of the other, and each disorder was addressed by different practitioners. However, understanding how the two disorders relate to each other is important for advancing theories about each disorder and improving reading comprehension and academic achievement. The purpose of this clinical focus article is to integrate research on SLI and dyslexia as well as advocate for the consideration of comorbidities in future research and clinical practice.MethodThe first section reviews definitions as well as inclusionary and exclusionary criteria for SLI and dyslexia. The second section reviews research demonstrating that SLI and dyslexia are different disorders that often co-occur. Studies examining language, working memory, and academic achievement in children with separate versus co-occurring SLI and dyslexia are reviewed. The final section compares and contrasts school identification frameworks for children with SLI and dyslexia and considers the potential benefits of incorporating broad language skills into response to intervention (RTI) assessment frameworks.ConclusionsChildren with weak language skills are at a high risk of experiencing reading problems, but language difficulties are often hidden from view. Directly addressing language skills within school RTI frameworks can help improve the identification and treatment of children with SLI and dyslexia as well as support improved reading comprehension and academic achievement for all students.Presentation Video https://doi.org/10.23641/asha.13063793

Learning Together: Teachers’ Evolving Understanding of Coordinated Word Study Instruction Within an RTI Framework

Despite evidence that tiered instruction within response to intervention (RTI) frameworks is important for students with reading difficulties, no complementary professional development (PD) research demonstrates how teachers can develop knowledge necessary to implement coordinated evidence-based instruction across instructional tiers. One promising PD approach combines lesson study (LS) with content-focused PD sessions; PD sessions introduce teachers to new knowledge, while LS supports teachers in integrating knowledge into their instructional repertoires. We used grounded theory methods to investigate how teams of upper elementary teachers’ ( n = 7) understandings of coordinated, tiered reading instruction changed through participation in Project InSync, a year-long PD consisting of content-focused PD workshops and LS cycles. Results indicate that, through interactions during LS sessions, teachers developed more sophisticated and integrated understandings of word study content, pedagogical practices, students’ struggles with literacy, and coordinating instruction across instructional tiers. Results have implications for teacher PD within RTI frameworks.

Merging lesson study and response to intervention

PurposeThis article theoretically analyzes how response to intervention (RTI) can be used as a tool in lesson study (LS) to enhance student learning and how RTI can be made more user-friendly by teachers in LS. The focus is on how RTI can be adapted to teachers' daily work by including it in the LS model and how LS can benefit by introducing a scientific approach in analyzing student learning outcomes through RTI. The article also highlights how this approach can contribute to learning for children with special educational needs (SEN).Design/methodology/approachThis theoretical paper describes and compares the characteristics of the LS model with the RTI framework. The comparison highlights the design of models related to teachers’ development and learning outcomes. The benefits and challenges with the models are described. A previous research study related to the models is also briefly reviewed.FindingsThere are benefits and challenges with both the RTI and LS models but parts of the models appear to complement one another to some extent. Teachers' professional development and a better control of learning outcomes could be gained by combining the models. This could also lead to educational improvement.Originality/valueThere has been almost no research about a combined LS and RTI model.

A Model of Professional Development on Phonics Instruction: A Case Study of One Midwestern District

This pilot study was an explanatory mixed-methods design to examine whether teachers changed instructional practices after adopting a new curriculum material to support the response to intervention (RTI) framework. In coordination with one rural school district which had implemented instructional intervention practices, the researcher observed classroom implementation of phonics intervention instruction in K–3 classrooms in four different elementary buildings. Teachers took a survey around professional development and instructional practices. Existing student data were used to answer the following research question: Do teachers’ instructional practices support the RTI framework after adopting new materials to support literacy interventions?

High School Teachers’ Sense-Making of Response to Intervention: A Critical Practice Analysis

Response to intervention (RtI) is touted as an equity-focused provision of special education policy that holds promise for reducing overrepresentation and providing academic opportunities for culturally and linguistically diverse (CLD) students. However, teachers working to implement RtI have encountered complex challenges that stifle equitable outcomes. Employing the zone of mediation (ZOM) as the critical practice analysis framework, this qualitative study examined six high school teachers’ sense-making and engagement within an RtI framework, with specific attention to their data-based decision making (DbDM) for CLD students. We used an inductive analysis approach and developed three themes: (a) limited understanding, training, and support; (b) top-down accountability pressures; and (c) deficit views on student performance. These findings situated within the ZOM framework underscore complexities that render the promise of equity for CLD students impotent within an RtI model.

Over a decade of practice: Are educators correctly using tertiary interventions?

The purpose of the study was to understand current knowledge and implementation of a multitier system of support. The study focuses on tertiary interventions and uses input from teachers in a top education system who are responsible for implementing a Response to Intervention (RTI) framework daily. Sixty-three K–5 teachers were surveyed to determine understanding of an RTI framework, implementation of tertiary supports, and resources contributing to the teachers' knowledge of RTI. Virtually all responding teachers reported implementing RTI, but many teachers did not understood who should receive tertiary supports, what supports are evidence-based, where to find information about best practice, or that tertiary supports are always part of an MTSS. Implications for practice are discussed with strategies, resources, and quick tips for classroom implementation.

Examining Dimensions of Treatment Intensity and Treatment Fidelity in Mathematics Intervention Research for Students at Risk

To prevent academic failure and promote long-term success, response-to-intervention (RtI) is designed to systematically increase the intensity of delivering research-based interventions. Interventions within an RtI framework must not only be effective but also be implemented with treatment fidelity and delivered with the appropriate level of treatment intensity to improve student mathematics achievement. The purpose of this systematic review was to explore the mathematics intervention research for students at risk of mathematics failure by examining intervention characteristics related to treatment fidelity and intensity. Results from 66 math intervention studies conducted from 2004 to 2015 were summarized. The majority of studies monitored treatment fidelity and provided details of some aspects of treatment intensity (i.e., dose, group size). However, interventionists’ characteristics, implementation characteristics, and treatment design were less frequently reviewed. Implications for future research and educational practices are discussed.

A Longitudinal Analysis of the Relations Among Professional Development, Educators’ Beliefs and Perceived Skills, and Response-to-Intervention Implementation

ABSTRACTProfessional development is a critical systems-level intervention thought to facilitate Response-to-Intervention (RtI) implementation. The current study examined the relations between professional development, educator outcomes, and problem-solving implementation within an RtI framework using growth curve modeling. School leadership teams from pilot schools (n = 34) participated in 3 years of training. Pilot schools also received job-embedded coaching. Comparison schools (n = 27) provided a referent group. Results indicated that problem-solving implementation increased faster at pilot schools (β = 0.10, SE = 0.05, t = 2.03, p < .05). In addition, beliefs regarding data-based decision-making (β = 0.36, SE = 0.17, t = 2.13, p < .05) and perceived problem-solving skills applied to academics (β = 0.30, SE = 0.10, t = 3.07, p < .01) positively related to implementation. Implications include the needs to further explore professional development activities and for consultants to utilize evidence-based professional development principles when supporting RtI implementation.

RTI for Students Presenting with Behavioral Difficulties:Culturally Responsive Guiding Questions

Response to Intervention (RTI) is a tiered intervention that assists school personnel in determining eligibility for special education services. Studies support the use of RTI as an early intervention for addressing significant learning disabilities (SLD) and social emotional behaviors, as well as for students who are culturally and linguistically diverse (CLD) and not making progress through general interventions. However, recommendations for implementation are not explicitly provided, especially for culturally responsive implementation. While proposed as a model for students with challenging behaviors, there is an absence of culturally responsive methods to support CLD students. This article will discuss the use of culturally responsive guiding questions in an RTI framework.

Needs and Contradictions of a Changing Field: Evidence From a National Response to Intervention Implementation Study

The climate of accountability in today's public schools requires all professionals to utilize data to inform decisions in the context of their practice, and the school counselor is no exception. Broader, statewide mandates such as Response to Intervention (RTI) have put additional pressure on school professionals, raising questions regarding practitioners' preparedness to effectively utilize data to inform practice and collaborate with peers to support the needs of struggling students. The aim of this study is to examine school counselors' beliefs, perceived level of preparedness and practices regarding RTI nationwide, specifically in states where this model has been implemented.The reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 and the subsequent 2008 regulations incentivized RTI, a multi-tiered system of academic and behavioral supports for struggling students (Zirkel & Thomas, 2010). In each tier of instruction, student needs and interventions are determined through ongoing data collection and analysis. To explicate, the general education environment comprises Tier 1 of RTI, with the integration of research-based practices, universal screening and differentiated small group instruction. If a child is not successful in this environment, he or she is targeted for Tier 2 intervention, small group instruction paired with ongoing progress monitoring. A continued lack of responsiveness moves the student to Tier 3, a more intensive level of intervention and progress monitoring, with possible referral for special education services (Fuchs, Mock, Morgan, & Young, 2003; National Joint Committee on Learning Disabilities, 2005; Vaughn & Fuchs, 2003). Thus, when determining whether a student has a specific learning disability (SLD) in an RTI framework, there should be a significant body of data in regards to a child's response to intervention to inform the eligibility process (Hauerwas, Brown, & Scott, 2013; Zirkel & Thomas, 2010).RTI has become increasingly commonplace in states across the nation since the 2004 IDEA reauthorization (Individuals with Disabilities Education Improvement Act of 2004). Review of the Web sites of 50 state departments of education indicated that 17 states require RTI in the process of identifying whether a student has an SLD, and 45 states have guidance documents to support the implementation of RTI (Hauerwas et al., 2013). In addition, Berkeley, Bender, Peaster, and Saunders (2009) found that 14 of 15 states required RTI to address both academic and behavioral domains. In a 2010 review of state laws and special education guidelines, Zirkel and Thomas noted that eight states required universal screening for academic and behavioral needs, while 23 recommended academic and behavioral screening. Thus, in some states the academic supports of RTI are specifically linked with the behavioral supports and interventions of Positive Behavioral Intervention Supports (PBIS).PBIS is a multi-tiered, data-based system of support for students with emotional and behavioral needs that incorporates ongoing assessments and data-based decision making, professional development in research-based practices, and provision of tiered intervention for students who need additional assistance (Sugai & Horner, 2006). Both RTI and PBIS share the premise that educational outcomes can be improved for all by integrating research-based practices in the general education environment (Fairbanks, Sugai, Guardino, & Lathrop, 2007; Hollenbeck, 2007; Sadler & Sugai, 2009; Sugai & Horner, 2009), and thus they are commonly combined in schoolwide frameworks. A multitiered system of supports (MTSS) is a comprehensive academic and behavioral model that integrates both RTI and PBIS (Averill & Rinaldi, 2011).As with any significant educational reform, RTI/MTSS has a high likelihood to change professional practices. For example, social workers have been urged to recognize the importance of evidencebased decisions and data collection when working with the social-emotional concerns of students (Harrison & Harrison, 2014) and to increase their collaborative practices (Avant, 2014). …

The Use of Piecewise Growth Models to Estimate Learning Trajectories and RtI Instructional Effects in a Comparative Interrupted Time-Series Design

Piecewise growth models (PGMs) were used to estimate and model changes in the preliteracy skill development of kindergartners in a moderately sized school district in the Pacific Northwest. PGMs were applied to interrupted time-series (ITS) data that arose within the context of a response-to-intervention (RtI) instructional framework. During the kindergarten year, multiple literacy assessments were conducted and supplemental instruction was initiated with struggling readers to promote the attainment of literacy benchmark goals. The use of PGMs provided analytic flexibility to specify a discontinuous learning function and test a number of within- and between-group model parameters related to the evaluation of program efficacy. Results revealed a statistically significant linear increment in student learning following the onset of the intervention. However, absolute and relative gains in literacy performance were more modest during the second half of the academic year. Key issues in applying PGMs within the RtI framework, including the coding of time functions and the interpretation of model results, are addressed.

The Many Faces of Special Education Within RTI Frameworks in the United States and Finland

Response to intervention (RTI) can be considered an everyday practice in many parts of the United States, whereas, in Finland, only recently has a new framework for support in learning taken shape. Choosing Finland as the comparative partner for this policy paper is justified as its educational system has been widely referenced on the basis of good Programme for International Student Assessment (PISA) results. The results of the present comparative article showed first, that the U.S. RTI was primarily intended for diagnosing and preventing learning disabilities whereas the Finnish RTI is mainly an administrative structure for support. Second, the U.S. RTI includes clear definitions regarding the intensity, duration, and content of support provided within each tier whereas the Finnish version contains no explicit guidelines for support. Third, the U.S. RTI assumes no special educational services in the first two tiers, but the Finnish framework includes special educational services from the onset of support. Implications for policy and practice are discussed.

Implementing Response to Intervention: Results of a Survey of School Principals

Response to Intervention (RtI) is a framework schools can use to organize curriculum, instruction, and assessment so all students are screened on a regular basis and those who are at-risk for not meeting standards are provided with appropriate interventions (Batsche, Kavale, &amp; Kovaleski, 2006). This paper explored the quantitative findings from a survey of RtI implementation in one New England state. The researchers used an online platform to design a Likert style survey with 34 closed item responses as well as five qualitative questions. The survey was administered to all principals in the state and had a response rate of 62.4%. Self-reports of “full” or “partial” implementation suggested that about 75% of schools were implementing RtI; however, the results also indicated a lack of consistency across districts. Study findings pointed to the need for additional research and clarity around fidelity of implementation with RtI, specifically with regard to what practices or procedures must be in place to qualify as “full implementation” of the RtI framework. The study offers a number of recommendations for policy and practice including the need for more research and educator training about the framework.

Applying Response to Intervention to Identify Learning Disabilities in Students With Visual Impairments

When visual impairments (VI) and learning disabilities (LD) coexist, it is common for one (i.e., typically LD) to go unidentified. Some school districts may be reluctant to identify students with both VI and LD, potentially causing students to miss out on much-needed services. Child study teams can find support to address this dual diagnosis using a response to intervention (RTI) framework. This article provides guidance and tools for using an RTI framework in the accurate identification of LD in students with VI.