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

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dc.contributor.authorRowden, Elizabeth Szydloen
dc.contributor.committeechairGlenn, William Josephen
dc.contributor.committeememberKrug, Kelly A.en
dc.contributor.committeememberCash, Carol S.en
dc.contributor.committeememberMallory, Walter D.en
dc.contributor.committeememberPrice, Ted S.en
dc.contributor.departmentCounselor Educationen
dc.date.accessioned2020-05-02T08:00:40Zen
dc.date.available2020-05-02T08:00:40Zen
dc.date.issued2020-05-01en
dc.description.abstractThe 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.en
dc.description.abstractgeneralAs schools continue to face increasing demands, including how to meet the needs of students with diverse academic backgrounds, they have been charged with exploring new ways and methods of ensuring that students are successful in their attempts to access the general education curriculum. Response to Intervention, more commonly referred to as RTI, has become more widely used in school systems as they continue to work to ensure student success for all. RTI is seen as a tool to help accurately identify students who have a learning disability (Ciolfi and Ryan, 2011), however more research is needed in order to have a better understanding of how schools implement RTI, as well as how they utilize the data collected and monitor student progress. This qualitative case study analyzes how one subject elementary school implemented RTI, how they utilized data, as well as how they monitored the progress of their students.en
dc.description.degreeDoctor of Educationen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:24175en
dc.identifier.urihttp://hdl.handle.net/10919/97953en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectResponse to Interventionen
dc.subjectRTIen
dc.subjectProgress Monitoringen
dc.subjectData Based Decision Makingen
dc.subjectFidelity of Implementationen
dc.subjectUniversal Screeningen
dc.subjectHybrid Modelen
dc.subjectDirect Methoden
dc.subjectStandard Protocolen
dc.subjectProblem Solving Modelen
dc.titleResponse to Intervention: A Case Study Documenting one Elementary School's Successful Implementationen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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