Response To Intervention Implementation Research Articles

Discrepancy model to RtI: Gauging teacher preparedness for this shift in specific learning disability classification

AbstractThe Individuals with Disabilities Education Improvement Act (2004) allows alternate pathways for school districts to identify and classify students with a specific learning disability (SLD). Response to Intervention (RtI) is one of the frameworks schools can use when eliminating the use of the discrepancy model. The premise of RtI posits that tiered instruction can assist all students who are struggling through utilizing research‐based interventions. When these tiers of intervention services are exhausted with limited to no response to the intervention, a child can be classified under the SLD category. There are documented concerns with effective implementation of RtI frameworks. This qualitative exploratory study examined the perceptions of teachers in a graduate education program regarding the knowledge, usage and implementation of RtI to classify students with a SLD. Through thematic analysis, findings indicate a need for more training in districts, better preparation at the university level and more support in applying RtI in the classroom. Implications for practice and future research are discussed.

Equity in Literacy Education: A Case Study of Tier 2 Personalized Instruction

According to the NAEP, proficiency in reading is reported to be 67% in 4th-grade students. General education classroom teachers are responsible for providing Tier 1 and 2 instruction, including interventions in Tier 2. However, many teachers are unsure about implementing interventions and have had negative experiences with Response to Intervention (RTI), finding the process frustrating and overwhelming. This case study examines the effectiveness of teachers who have seen an increase in reading levels and student interest. The research explores the teachers’ perceptions, experiences, and skills of the current implementation of RTI using Gibbs’ Reflective Practice as a theoretical framework. Data collected from individual interviews and observations are analyzed using open coding. Themes and concepts are identified from the interview and observational data. These findings inform educators and higher education teacher educators about Tier 2 implementation and equitable, personalized instruction in the RTI process, aiming to strengthen the implementation and effectiveness of Tier 2 interventions in the general education classroom.

Predicting implementation of response to intervention in math using elastic net logistic regression.

The primary objective of this study was to identify variables that significantly influence the implementation of math Response to Intervention (RTI) at the school level, utilizing the ECLS-K: 2011 dataset. Due to missing values in the original dataset, a Random Forest algorithm was employed for data imputation, generating a total of 10 imputed datasets. Elastic net logistic regression, combined with nested cross-validation, was applied to each imputed dataset, potentially resulting in 10 models with different variables. Variables for the models derived from the imputed datasets were selected using four methods, leading to four candidate models for final selection. These models were assessed based on their performance of prediction accuracy, culminating in the selection of the final model that outperformed the others. Method50 and Methodcoef emerged as the most effective, achieving a balanced accuracy of 0.852. The ultimate model selected relevant variables that effectively predicted RTI. The predictive accuracy of the final model was also demonstrated by the receiver operating characteristic (ROC) plot and the corresponding area under the curve (AUC) value, indicating its ability to accurately forecast math RTI implementation in schools for the following year.

Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support

There is limited research with mixed results about student reading gains in Grades 1 to 5 within typical school-implemented Response to Intervention (RTI). As part of a larger study, we used school-administered screening data on a widely used computer-adaptive test (Measures of Academic Progress) to describe reading gains across one academic year. We observed relatively faster growth in the first grade than in the later grades. We found stronger growth for students not identified with a disability relative to students with low or high-incidence disabilities or a 504 plan. We explored moderation of gains for students receiving tiered interventions based on administrators’ interviews about RTI implementation. We observed that better ratings of administrators’ articulation about using the evidence-aligned RTI components of progress monitoring, data-based decision-making, and Tier 2 interventions were related to greater gains for students receiving Tier 2 or 3 intervention. We discuss implications, limitations, and directions for future research.

Comparing Tier 1 reading instruction with Tier 3 or special education intervention through an observational snapshot of school-implemented response to intervention across Grades 1–5

AbstractThere is limited research about Tier 3 interventions provided during typical school Response to Intervention (RTI) implementation. As part of a larger RTI exploration study designed to focus on students with the most intensive reading needs, our goal was to contrast their Tier 1 core reading instruction with their Tier 3 intervention. Schools identified participating students as receiving Tier 3 or special education for reading. We aimed to provide a snapshot of differences in Tier 1 and intensive interventions delivered to 264 students from 32 elementary schools. Our research team used the Instructional Content Emphasis-Revised (ICE-R; Edmond & Briggs, 2003) to observe differences in group size and the amounts and types of curricular content (e.g., code vs. meaning-focused) students received during both tiers. We explored whether these patterns were consistent across Grades 1–5 and if they differed in relation to students’ disability (reading disability vs. other disability vs. no disability). We also examined whether the Tier 3 observation data was consistent with administrators’ reports about RTI implementation within their school. Across the grades, we found significantly more small-group than whole-class instruction during Tier 3 than in Tier 1. We observed significantly lower proportions of code-focused instruction than meaning-focused instruction, particularly during Tier 1. Generally, code-focused instruction decreased across the grades in both tiers. Although we found a trend suggesting students with reading disabilities may have received higher proportions of code-focused instruction than other students, this was not significant after multiple comparisons. We discuss some similarities and differences between our observations and administrator data. We discuss implications, limitations, and directions for future research.

Implementation of Rtl as a Part of Multi-tiered Systems of Support: What Teachers, Administrators,Teacher Educators Need to Know

Multi-tiered Systems of Support (MTSS) is an outgrowth of Response to Intervention (RtI). The various systems of support for students and school communities provided through these programs are integral to modern education and embedded in the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. While there are many benefits to the implementation of MTSS and RtI, there are various obstacles that can hinder successful intervention programs. The absence of consensus across districts and states with respect to program development and implementation creates confusion. This article addresses considerations and concerns related to MTSS and RtI. Discussed are underlying principles, challenges to effective implementation, expertise and training of teachers, and usage for classification for special education services. The roles of general and special education teachers, administrators, and university preparation programs are examined, and recommendation providec

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.

Good in theory, difficult in practice: An examination of secondary algebra teachers’ views about RtI

Research about response to intervention (RtI) programs has primarily focused on the elementary level, and there is a noticeable lack of research specific to secondary mathematics RtI programs. As such, the focus of this qualitative study was secondary algebra teachers’ perceptions and self-efficacy for the implementation of RtI. Research participants consisted of eight secondary algebra teachers that had implemented RtI programs and had at least five years of teaching experience. A semi-structured interview protocol was utilized to discuss the types of interventions they utilized, perceptions of the implementation, beliefs in their ability to effectively implement RtI, along with their view of the training they received. The researcher found student behavior, time, and training had negative impacts on teachers’ perceptions and self-efficacy towards implementing RtI programs. While participants in the study exhibited an understanding of the various tiers of intervention along with the processes involved in RtI, we conclude that there was an overall lack of preparation to work within an RtI system. The findings of this research study are of particular importance for school administrators and secondary mathematics teachers to better understand the latent barriers for successful RtI implementation. The findings of this study help these key individuals better understand the perceptions and barriers for implementing secondary mathematics RtI.

Efficacy of Institution-wide RTI Reading Intervention in Disadvantaged Suburbs of South Korea: 3-Year Analysis on Elementary Students with Reading Difficulties

The study examined the efficacy of reading intervention based on the Response to Intervention implementation (RTI) with public elementary school students and students from childcare centers in Gyeonggi province of South Korea. After the institution-wide screening and selecting process, reading intervention programs were provided at either Tier 2 or Tier 3 of the RTI in reading domains of fluency, vocabulary acquisition, reading comprehension, or phonological awareness as needed. For each year, approximately 69 participants were selected and the grade ranges were between 1st and 6th grade. Pre-and post-test results in all intervention domains were analyzed both by year and grade, and between-grade comparison was further conducted. Significances relating to the middle grades were discussed from the findings. The need for the institution-wide RTI approach to successful intervention and educational implications are discussed.

Perceptions of response‐to‐intervention practices: results from a cross‐sectional survey of school‐board directors and support service professionals

The response‐to‐intervention (RtI) model is widely used to support students with special educational needs and their teachers. However, little is known about how educational and health care professionals support the implementation of this model in specific contexts. The purpose of this study was to examine the perceptions of educational and health care professionals (n = 101) regarding their involvement in RtI practices in Quebec, Canada. A cross‐sectional online survey was sent to school‐board directors responsible for overviewing support services (n = 35), and to professionals implementing those services (n = 66). Descriptive and content analyses were performed and perspectives of the two groups were compared. Regarding perspectives of RtI implementation, discrepancies were revealed between directors' perceptions of the involvement of their professionals versus the professionals' reported implementation of the RtI model in practice. Directors reported greater knowledge about RtI (84%) than professionals (72%). Professionals consistently reported lower involvement in supporting RtI implementation than did directors. Coaching was the most frequent activity reported and was mentioned by both directors and professionals as a service provided at all RtI tiers. Results reveal inconsistencies about tiered practices among administrators and school health care professionals, with individuals defining tiers differently and varying in practices implemented at specific tiers. Participants also provided useful suggestions to further implement RtI.

Principals and Professional Learning Communities: Breaking Down Barriers to Effective Response to Intervention in Secondary Schools

In the past decade, there has been a call for reform to improve adolescent literacy achievement. Response to Intervention (RTI) is a widely employed multi-tiered intervention system designed to identify and support the academic needs of at-risk students. Despite the success of RTI for younger students, there is little research documenting ways to effectively implement the model in secondary schools. This article identifies barriers that interfere with RTI implementation and highlights strategies to avoid failure. In particular, we emphasize the need for administrative support when initiating RTI and suggest building Professional Learning Communities (PLCs) to ensure teachers are offered the time to collaborate on planning, implementing, and assessing the effects of RTI. Keywords: administration, differentiated instruction, literacy, professional development, secondary education, special education DOI: 10.7176/JEP/12-23-03 Publication date: August 31 st 2021

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.

Variations in RTI Literacy Implementation in Grades 6-12: A National Study

ABSTRACT Despite the need for Response to Intervention (RTI) in secondary grades, research is scant with most studies exploring state-level policy guidance and RTI implementation surveys in classrooms. Additionally, state and federal policy has generally been vague regarding specific information for RTI implementation in literacy. Our national survey reports data on RTI implementation from 209 secondary grade teachers. Response profiles and statistical significance tests were conducted, determining that many secondary level classrooms are using research-based recommendations for RTI implementation and practice across the country. However, significant regional differences exist in how RTI is being resourced and implemented.

Foundation phase teachers’ points of view on the viability of Response to Intervention in their school context

Guided by an interpretivist paradigm, the qualitative case study reported on here provided insight into the points of view of 9 foundation phase teachers on whether they believed that Response to Intervention (RtI) could be a viable approach to implement within their own school context. A semi-structured, focus group interview was conducted to explore the participants’ views regarding the viability of RtI for their school. Through exploring these teachers’ views, we aimed at initiating further research into whether RtI could potentially be a viable approach to assessment and intervention within a South African context. The findings suggest that the participants envisioned numerous challenges in the implementation of RtI within their school context. These challenges related to a lack of resources and challenges associated with the curriculum. The participants envisioned such challenges as potentially preventing the effective implementation of RtI and, therefore, decreasing its viability in their school context. The participants believed that if certain challenges, such as a lack of time and a lack of qualified teaching staff could be addressed and overcome, then an RtI approach could become viable in their school context. They believed that an effective RtI implementation could yield benefits associated with improved overall service delivery to learners and their parents. Furthermore, the participants believed that RtI could potentially result in a reduced need for financial resources to pay for referrals to learner support specialists, which they perceived as a challenge in their learner support interventions. The insights obtained from this study may be useful in guiding further research endeavours into the perceived viability of RtI in other school contexts in South Africa.

Supporting Students with or at Risk of Emotional Disturbance within the Response to Intervention Model: A Systematic Review

The response to intervention (RtI) model is a pre-referral model adopted by schools in the United States to prevent academic failure and enhance students’ academic outcomes. Recent research in the educational field suggests that integrating behavioral components into this model can support students with or at risk of emotional disturbance (ED). This study provides a systematic review of studies published between January 2004 and April 2020 that employ experimental research designs to examine the implementation of RtI to support students with or at risk of ED. A total of seven studies were identified and reviewed. Results vary for the implementation of RtI to support students with or at risk of ED. Although some studies reported potential positive effects of implementing RtI to reduce disruptive behaviors among students, other studies reported that students were unresponsive to the received behavioral intervention within RtI. Further studies are thus needed to fill the gap in the literature on how students with or at risk of ED can be supported by schools adopting the RtI model. Keywords: Response to intervention, Emotional disturbance, Emotional and behavioral disorders, Behavioral challenges, Emotional challenges DOI: 10.7176/JEP/11-36-08 Publication date: December 31 st 2020

The Use of Response to Intervention to Inform Special Education Eligibility Decisions for Students With Specific Learning Disabilities

This is an official position paper of the National Joint Committee on Learning Disabilities (NJCLD), of which the Council for Learning Disabilities has been a long-standing, active member. Response to intervention (RTI) is a critical component of a multi-tiered service delivery system. This NJCLD paper presents concerns related to the implementation of RTI and its use as the sole method of evaluation to determine the identification and eligibility for special education as a student with a specific learning disability (SLD) and implications for transition.

Response to Intervention (RTI) and Changes in Special Education Categorization

Response to intervention (RTI) is used as a prerequisite to referring children for special education eligibility for learning disabilities (LD). RTI provides schools with a framework for helping students with learning challenges. In the United States, while the number of students receiving services through RTI has remained consistent, the overall number of students receiving some educational intervention through an alternate path has increased. The purpose of this study was to determine the influence that the RTI model had upon eligibility numbers in a large special education co-operative spanning 21 rural school districts in southern Illinois that represented 15,128 students. Each of the school districts maintained its own policies and procedures governing RTI implementation, special education referral, and special education eligibility. The study revealed that while the number of students with LD dropped significantly over the past decade, the numbers of children eligible for other disability categories increased in a similar proportion. This changing trend may be the result of several factors including changes in school district policy, parent advocates pressing for quicker paths to treatment, treatment providers shifting categories for a wide variety of reasons, or some yet unknown factor. These possible explanations suggest that family issues, time, finances, and procedural dynamics may play a role in the changing categorizations and should be better understood. Future studies should focus on the inclusion of more culturally and economically diverse students, within and outside the Unites States. Last, school district policies and RTI implementation procedures should be investigated to better uncover any potential relationship to this shifting data trend.

Districtwide Evaluation of RTI Implementation: Success, Challenges, and Self‐Efficacy

AbstractThe purpose of this study was to examine the role descriptive factors played in the perceptions of response to intervention (RTI) implementation success, challenges, and self‐efficacy in a large Midwestern school district. District staff were surveyed as part of an evaluation of RTI implementation. Factors analyzed included teacher descriptive information, RTI essential elements, and teacher self‐efficacy. Findings suggested that staff in elementary buildings rated overall success of RTI implementation higher on average than did staff in secondary buildings. This difference could be attributed to additional challenges to implementation presented by secondary building needs. In addition, no difference was found in overall elementary versus secondary staff perceptions of RTI implementation difficulty; there were, however, differences in the elements that were considered more or less difficult.

A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story

Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state education agency websites was conducted to provide an updated “snapshot” of states’ interpretation of RTI a decade after IDEA regulations were finalized. Findings revealed substantive progress towards developing approaches to systematic supports to students, with a major trend in adoption of multi-tiered system of support (MTSS) models. Findings also documented continued variation in how states are communicating about tiered systems on such matters as the roles of tiered systems in schoolwide prevention frameworks, meeting special education requirements, and aligning multiple systems within schools. Implications for special education services for students with learning disabilities are discussed.

Implementing an RTI approach: a qualitative study of prerequisites and obstacles

Response to Intervention (RTI) is a preventive approach which is broadly implemented in the West, particularly in the USA for early identification and intervention of students with learning difficulties (LD). However, in the East, especially in the developing countries, neither has this kind of program been used extensively, nor is it even a prerequisite in any educational environment. The challenges of implementing this approach in real-life situations have been investigated in the present article, and the prerequisites, obstacles and outcomes of such a program have been taken into consideration. In this qualitative research, information was gathered by various means including semi-structured one-on-one interviews with six school staff members, three parents, informal conversations with a number of students with LD, and monitoring (with note taking) of the conditions and interactions of these students in the school environment. The findings helped shed light on the causal conditions that underlie the bases of Iran’s present educational system; the current situations with which LD students are faced in schools; the necessary strategies and actions for successful implementation of RTI in the country; the factors that can facilitate the needed strategies and actions; and the consequences of the implementation of those strategies. The implications of the findings in educational policy and practice have also been discussed.