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Using the Response to Intervention (Rti) Service Delivery Model in Middle and High Schools International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 4, Issue 1, March 2013 Using the Response to Intervention (RtI) Service Delivery Model in Middle and High Schools Pam Epler Murray State University, USA Abstract over represented in special education, such as students living below the poverty line or students This case study researched how the Response to whose first language is not English, has been reduced Intervention (RtI) service delivery model is used through the implementation of RtI. Using this service within the secondary educational environment. Areas delivery model, teachers can identify any learning researched included the type of professional difficulties and make necessary modifications to the development used to introduce and sustain RtI, the curricula while the student is in the regular amount of administrative support, the use of classroom. universal screenings, the type of data collected, and the instructional strategies used at each tier. Three 2. Background of the study teachers and one school counselor were interviewed using open-ended questions, classroom observations According to Duffy [10], since the 1970s, the were conducted, and state and student report cards method for identifying students for special education were evaluated for this study. The findings concluded services has traditionally been the discrepancy that RtI was successful; however, each school had to model. This model identifies the inconsistency look at its resources and devise a plan that best fit between a student’s IQ and his or her academic the school. This research implies that more studies abilities as diagnosed by a battery of assessments. need to be done on this topic to determine whether The weakness of this method is that the student has RtI can make a difference in secondary schools. to fail or fall behind his or her peers significantly before being recommended for special educational 1. Introduction testing. In some cases, students have fallen several years behind their peers, which have caused not only Response to Intervention (RtI) has been in academic difficulties but behavioral problems as existence for only a short period, yet it has had a well. According to Martin [11] and Wedl [12], as a powerful impact on the academic achievement of result of this challenge, researchers attempted to students across the United States [1-5]. The National devise a method that would eliminate the Center on Response to Intervention defined discrepancy model and have students obtain Response to Intervention as a delivery service model academic assistance at a much quicker pace. Hence, that integrates assessment and intervention within a the RtI model [13] was developed. This service multi-level prevention system to maximize student delivery model allows students to receive academic achievement. With Response to Intervention, schools support at a much earlier stage in their academic identify students at risk for poor learning outcomes, careers. Although RtI has been available for school monitor student progress, provide evidence-based districts to use for more than 30 years under such interventions and adjust the intensity and nature of names as the Teacher Assistance Team Model, Pre- those interventions depending on a student’s Referral Intervention Model, Mainstream Assistance responsiveness, and identify students with learning Team Model, School-Based Consultation Team disabilities or other disabilities [6]. Model, and Problem-Solving Model [1], it was not According to Cummings et al. [7], RtI has until the reauthorization of the federally legislated reduced the number of special education referrals Individuals with Disabilities Education Act (IDEA) and has increased student achievement through the in 2004 that school districts acknowledged this use of research-based instructional strategies. model as an alternative method to identify students Students have also been able to receive additional with learning disabilities. academic assistance with their peers while in the regular education classroom environment. In addition, Woodruff [8] and Hosp [9] stated that disproportionally, the number of students that are Copyright © 2013, Infonomics Society 1089 International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 4, Issue 1, March 2013 3. Challenges to RtI the RtI model, it is essential that teachers not only follow through with the aforementioned but that they Duffy [10] suggested a number of challenges that also collaborate with other content area departments the RtI model reveals in the secondary educational as well. They must additionally have time to meet environment. First, locating age-appropriate with the RtI team to discuss student progress [10]. universal screening and progress-monitoring tools Seventh, consistent and relevant professional can be a difficult task, as most stop at the eighth- development on the RtI model is essential to the grade reading level. At the elementary level, the program’s success, and the professional development most common screening method for reading should include such things as an introduction to RtI, difficulty is the Dynamic Indicator of Basic Early assessment methods and interpretation, effective Literacy Skills (DIBELS). This tool is administered teaching strategies, and best practices for monitoring individually to students in Grades K-6. progress and using that data to inform instructional Unfortunately, at the secondary level, there is no interventions [10]. Finally, most middle and high such diagnostic tool readily available and, hence, the schools have limited parental involvement. However, screening and progress monitoring becomes a in order for the RtI model to be effective, schools at challenge. Second, in high schools, students are the secondary level must reach out and elicit more required to take a variety of classes, which can parental participation in all aspects of the RtI service present a challenge when trying to find age- delivery model so that students can reach their appropriate interventions to work in more than one academic potential [10]. academic content area. Students at the secondary Clearly, the RtI service delivery model faces education level are reading for content mastery and challenges when implemented in secondary schools. comprehension. Thus, finding interventions that are All the aforementioned challenges will have to be not only age appropriate but also developmentally overcome if RtI is to be successfully used in the suitable can be a challenge. middle and high school learning environments. Third, implementation of the RtI model can cause difficulties with such things as the overall program 4. RtI Models structure, how students move through the process, the sequence of activities within tiers, timelines, the RtI is a multi-tiered model (see Figure 1) used to balance between flexibility and consistency of cut improve academic achievement obstacles in a school scores for tiers [10]. It also has been suggested that environment [14]. The National Center on Response because some middle and high schools draw from to Intervention [15] stated that RtI is a multi-tiered culturally diverse populations, it is important to take model of service delivery in which instruction is these differences into consideration when differentiated to meet learner needs at various levels. establishing an RtI model so that disproportionality Several specific factors or dimensions help does not occur [10]. distinguish among interventions at the various tier Fourth, placing the RtI service delivery model levels. In general, a higher degree of specificity and into a secondary educational environment will cause intensity is associated with a higher tier of the traditional teaching role of the regular and special intervention. The RtI service delivery model can and education teacher to change. Special and regular is also being used at the secondary education level to education teachers will need to be trained to work assist in identifying students who are at risk of collaboratively in a co-teaching classroom where academic failure and who need more intensive both are treated as equal partners. Regular education instructional interventions [14]. teachers will need to expand their repertoire of intervention strategies to encompass all students. Some teachers may find this change overwhelming because their secondary education instruction did not prepare them for this level of instruction, whereas others will accept it, knowing that student achievement is the ultimate goal [10]. Fifth, in order to make gains toward academic achievement, secondary teachers must use research- based instruction strategies in all content areas to ensure the most effective teaching methods are being implemented. Without this type of aforementioned instruction, students will not make any progress toward achieving their academic goals [10]. Sixth, most middle and high schools have established time in the teachers’ schedules to meet weekly with their Figure 1. RtI model [16] particular content area department. However, with Copyright © 2013, Infonomics Society 1090 International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 4, Issue 1, March 2013 Throughout the literature, there are several Canter et al. [4] also argued that a student different RtI models [3, 7, 10, 14, 17, 18]. There is a entering Tier I must have classroom instructional five-tiered model, a four-tiered model, and the one strategies that are research-based and follow
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