The Impact of Response to Intervention/Multi-Tiered System of Supports for Literacy on Student Outcomes in a Pennsylvania Elementary School: A Quasi-Experimental Cohort Study

The Response to Intervention/Multi-Tiered System of Supports (RtI/MTSS) framework for literacy is a tiered instructional framework that is intended to improve the reading achievement of all students. In addition, RtI/MTSS can also be used as a methodology for Specific Learning Disability (SLD) identification. The purpose of this study was to examine the potential impact of a state-approved, fidelity-driven RtI/MTSS framework for literacy on student outcomes within one public elementary school in Pennsylvania. The intention of this study was to add to the existing research on RtI/MTSS while focusing on a framework that is aligned with the Pennsylvania Department of Education (PDE) guidelines. This quasi-experimental cohort study compared a historical, Pre-RtI/MTSS Implementation Cohort of kindergarten through second grade (K-2) students to a Full-RtI/MTSS Implementation Cohort of K-2 students across several end-of-year outcomes, including Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Composite and Subscale Scores, student tier placement, special education referral rates, and SLD identification rates. Findings suggested that differences in reading achievement between the cohorts depended upon grade level. Kindergarteners enrolled during Full-RtI/MTSS Implementation had significantly higher mean end-of-year DIBELS scores across all measures, and more of these students met end-of-year benchmark goals. In first grade, the Full-RtI/MTSS Cohort earned higher mean end-of-year DIBELS scores in Nonsense Word Fluency (NWF), but Oral Reading Fluency (ORF) and Composite Scores were comparable between cohorts. More growth from beginning-of-year to middle-of-year was noted in Full-RtI/MTSS kindergarteners and first graders, while their Pre-RtI counterparts took longer to show gains into the second half of the year. No significant differences in literacy outcomes were found between cohorts in second grade, and a large proportion of second graders in both cohorts showed a need for intensive intervention at the end of the year based on ORF tier placement. No differences were found between cohorts in special education outcomes. Implications for future research include expanding the analysis of data in a longitudinal manner to include multiple school years, including qualitative methods in comprehensive program evaluation, and considering how other factors, such as demographic variables and the implementation of tiered behavioral support systems, might impact student outcomes as well.Ed.D., Educational Leadership and Management -- Drexel University, 201