Response to intervention: creation of a model, resources for implementation, and description of results

Project (M.A., Education (Special Education)) -- California State University, Sacramento, 2013.While the concept of response to intervention has been documented in the literature for many years (Wright, 2007), in the last decade response to intervention (RtI) has become a source of significant educational reform for schools across the nation (Fuchs & Vaughn, 2012). In fact, federal legislation currently supports principles of RtI. For example, the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 supported the use of RtI as a means for identifying students with specific learning disabilities. Further, IDEA 2004 promoted key components central to RtI, such as utilizing research-based instruction, data-based decision making, and analysis of student response to quality education. \ud Research shows that most states across the country have taken steps to begin developing and implementing RtI systems within their schools (Berkeley, Benders, Peaster, & Saunders, 2009). However, the literature also indicates school districts frequently struggle with RtI implementation, as they feel they lack the resources needed to develop an effective and efficient RtI model (Searle, 2010). \ud The purpose of this project is to describe an RtI model developed at an elementary school to address the literacy needs of students. In addition, the author created an RtI Resource Binder to compile essential materials needed for RtI implementation at this school. The RtI Resource Binder is meant to improve the quality of RtI and be utilized as a training resource for staff members. In previous years, this school did not implement several components of RtI appropriately, such as documenting interventions, fidelity of instruction, frequent progress monitoring, and data-based decision making. In addition, this school had a high turnover of special education and intervention staff members. This lack of consistency made it difficult to establish a cohesive RtI program. \ud An RtI model developed by the author and the school site???s RtI team was implemented for one year. Results of the RtI model at this elementary school were analyzed for areas of strength and weakness. Results indicated that the school improved in documentation of RtI meetings and interventions, providing high-quality instruction in general education, and engaging in data-based decision making when determining reading interventions for students. Further, more steps were taken to ensure students were appropriately referred to special education. Results also indicated that the school had a significant population of English language learners receiving RtI interventions; however, limited resources were available to address the language needs of these students. Recommendations for steps to improve the resources and instruction available to English language learners are made. Finally, recommendations are made for more effective allocation of resources to provide earlier intervention for students in kindergarten as well as provide more equitable intervention services to students in all grades.Education (Special Education