Evaluating the Impact of Response to Intervention in Reading at the Elementary Level Across the State of Pennsylvania
When schools implement a response-to-intervention (RTI) model, it is critically important that multiple perspectives of outcomes of the model need to be considered. Using the Shapiro and Clemens (Assessment for Effective Intervention 35:3–16, 2009) framework for evaluating an RTI model, the outcomes of implementation in 29 elementary schools in Pennsylvania are discussed. Overall, the results of the risk-level analysis for reading based on outcomes of oral reading fluency (ORF) and 4Sight Benchmark Assessment showed that the strongest outcomes occurred in kindergarten and grade 1, with less strong outcomes in the middle elementary grades (grades 2, 3, and 4). Data examining movement across tiers indicated that the largest amount of movement occurred in the earliest grades and from the beginning to middle of the year. Across grades, an increasing trend of percentage of students meeting their targeted and benchmark rate of improvement (ROI) for grade was evident across grade level. Although the number of schools with data regarding specific learning disability (SLD) determination was limited, analysis showed that between < 1 and 2.5 % of students across these schools were evaluated for special education as potential students with SLD. In general, this chapter provides a strong model for examining the key outcome measures in evaluating an RTI implementation process.
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