The Development and Implementation of Response to Intervention in an Elementary School Setting

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Virginia Tech

RTI has gained popularity in recent years. RTI uses research-based instruction, data based decisions, and early interventions to identify and remediate students early. However, little research exists regarding the effects of RTI implementation in schools. This embedded case study looks at how a subject school implemented RTI, how it intervened with its most at-risk students, and the relationship between reading scores in first grade and at the end of fourth grade. The findings show that the school implemented RTI utilizing a hybrid model, incorporating components of both the standard protocol and problem-solving approaches to RTI. To monitor student progress, the school also utilized a hybrid model incorporating components of both the direct approach and the progress monitoring approach. To provide a common understanding of the RTI model, the district created a manual that documented the RTI expectations and a manual that documented the problem-solving process. The district addressed fidelity of implementing these expectations by holding the schools accountable for instructional fidelity. The district monitored instructional fidelity through quarterly superintendent reports, monthly data meetings, and by hiring an outside consultant. The data regarding the relationship between first and fourth grade scores suggested that RTI does not differ from current research, suggesting there is a relationship between first grade reading scores and fourth grade reading scores.

Response to Intervention, RTI, Reading Grouping