This study analyzed the impact of implementing response to intervention (RTI), a three-tiered system of intervention of increasing intensity, in this case for reading, schoolwide in 32 elementary schools. When a three-tiered framework is applied schoolwide, with all students and addressing academic and/or behavioral curricular instruction, it is often termed a multi-tiered system of supports (MTSS). Analyzing 3rd grade reading school mean scale scores on the Texas Assessment of Knowledge and Skills (TAKS) over a six-year period, this study examined performance on TAKS before and after implementation of MTSS/RTI and in comparison to a set of 30 demographically and geographically similar schools where MTSS/RTI was not being implemented during the same time period. Specifically, this comparative, interrupted time-series design tested for effects in school outcomes overall and for students receiving special education. Analyses suggest early positive effects of implementation on overall third grade reading scale scores. However, results for students who have exceptionalities are disconcerting. Results also suggest a need for replication studies to further analyze effects on outcomes following implementation for other subgroups, such as English Language Learners (ELLs), and a need to analyze data using multi-level modeling to further examine student improvement within these and other schools implementing MTSS/RTI. The findings from the current study are important for implementers and researchers associated with large, urban school systems implementing MTSS/RTI. This study expands the evidence base on MTSS implementation and provides school leaders, researchers, and policymakers with empirical evidence to consider regarding implementation effects of MTSS/RTI.
|Commitee:||Frey, Bruce, McCart, Amy, Skrtic, Thomas, Walther-Thomas, Chriss|
|School:||University of Kansas|
|School Location:||United States -- Kansas|
|Source:||DAI-A 73/08(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Special education, Literacy, Reading instruction|
|Keywords:||Implementation, Inclusive practices, Multi-tiered systems of supports, Reading improvement, Response to intervention, Special education, Urban education|
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