Response to Intervention: A Case Study Documenting one Elementary School's Successful Implementation

The use of Response to Intervention, more commonly referred to as RTI has become more prevalent as school systems look to find ways of bridging the opportunity gap and provide support those students who are not successful in their attempts to access the general education curriculum. More research is needed in order to have a better understanding of not only how schools implement RTI, but also how they utilize data, monitor student progress and help to ensure fidelity of implementation. The purpose of this study was to examine and explain how one elementary school with a high quality RTI program implemented Response to Intervention while keeping all three essential components in consideration. The findings demonstrate that the subject elementary school combined several elements of Response to Intervention and in turn, created their own version of a hybrid RTI model that utilized components from both the standard protocol model and the problem-solving model. In order to monitor student progress, universal screeners were utilized several times throughout the year for both reading and math. Reading was also monitored through running records, PALS Quick Checks, Orton Gillingham assessments, and exit tickets, whereas Math utilized formative assessments, anecdotal notes, and exit tickets to track student progress. Each math and reading CLT met weekly to engage in dialogue around student data. An important finding is that the subject elementary school made RTI implementation decisions around what was best for their students, which allowed for a more flexible and adaptable approach. The system utilized targeted individual student needs and helped to ensure that ALL students had access to the necessary supports that would help to ensure student success.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Department dc:contributor.department

Counselor Education

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2020

Author dc:creator

• Rowden, Elizabeth Szydlo

Chair dc:contributor.committeechair

• Glenn, William Joseph

Committee members dc:contributor.committeemember

• Krug, Kelly A.
• Cash, Carol S.
• Mallory, Walter D.
• Price, Ted S.

• Response to Intervention
• RTI
• Progress Monitoring
• Data Based Decision Making
• Fidelity of Implementation
• Universal Screening
• Hybrid Model
• Direct Method
• Standard Protocol
• Problem Solving Model

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

vt_gsexam:24175

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/97953