A case study of the use of response to intervention in a public school district
Creators: name: Davidoff, Linda J.
Publisher: name: No Publisher Supplied
Year: 2012

description: The educational community has raised several concerns regarding the  identification of students with disabilities. Growing numbers of students classified in the  Specific Learning Disabilities (SLD) category have prompted much discussion. Available  research on SLD classification raises issues regarding the traditional ability/achievement  discrepancy model of identification as well as disproportional minority membership in  special education. Operational suggestions for remediation of these problems are lacking.  With the 2004 reauthorization of IDEA the law now allows the use of Response to  Intervention (RTI) in determinations of SLD eligibility. Proponents of RTI claim that it  has benefits for decreasing the incidence of special education classification, reducing  minority overrepresentation in special education, and providing early identification and  intervention for at-risk students. If advocates of the RTI design are correct in their  assertions, research on its structure, implementation and benefits are necessary to inform  future practice. This dissertation study examines the RTI process, stakeholder perceptions  of RTI benefits and challenges, and gains made in reading for students receiving RTI  interventions, within one public school district.  This mixed-method, case study included a qualitative sample of 19 staff members  serving on the district RTI team and two building RTI teams. Participants included six  district administrators, three principals, three general education teachers, two special  education teachers, two literacy specialists, two Child Study Team members, and one  guidance counselor. Qualitative data collection consisted of individual interviews  conducted with all participants, as well as a focus group for the purpose of member  checking. Interview and focus group transcripts were coded and key themes were  vi  generated related to the RTI process, staff perceptions of RTI benefits and challenges,  and RTI impact on SLD classification within the district. The quantitative sample  consisted of records on thirty first, second and third grade students who received RTI  interventions. Data were analyzed using Single Sample t-Tests, Independent Samples t-  Tests, a Dependent Samples t-Test, and the Mann-Whitney U Test. Quantitative findings  indicate that students receiving RTI interventions benefit from the additional support. In  most cases, these students had statistically significant mean beginning scores below same  grade peers. Their mean gains with RTI interventions were sufficient to produce mean  ending scores statistically insignificant in difference from ending benchmarks for their  grade. As RTI / multi-tiered intervention models are implemented across the country, this  study offers additional data regarding quantitative gains made by struggling students, as  well as staff perceptions of the benefits and challenges of RTI as the process functions in  one public school district. This data adds to literature in the field and may be assistive to  other districts as they draft frameworks for RTI / multi-tiered intervention systems in the  future.