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Nikki Trantham
Nikki Trantham

This document discusses a study on the effectiveness of Response to Intervention (RTI) instruction. It provides background on RTI, including that it is meant to prevent and address literacy disabilities through frequent progress monitoring and responsive interventions. The study examined approximately 20 6th and 7th grade students who scored at the novice level on standardized tests and were receiving RTI reading instruction. Students took the STAR reading test every two weeks, and results showed their scores generally increased over time, providing evidence that RTI can be an effective instructional method when implemented with fidelity.

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Reading RTI as Effective Instruction Nicole Trantham EDU 639 Fall 2013
What is RTI? RTI is instruction that is meant to prevent and address the literacy and learning disabilities of students. RTI is a system of instruction that includes frequent progress monitoring and responsive interventions.
Key Points This study was conducted to determine if RTI is an effective form of instruction, which will yield student progress. RTI programs need to be conducted with fidelity to whatever program that is being used. RTI is based on small group, individualized instruction.
Key Points, Continued Another component of RTI is progress monitoring. In RtI, progress monitoring needs to be done with some type of universal screener, and done so frequently. Progress monitoring, in relation to RTI, is used to assess student performance, and then progress, in areas in which they were identified as being at-risk for possible failure. This is done with a universal screener. Progress monitoring helps teachers, as well as other school personnel, determine if instruction is effective. Effective progress monitoring is also helpful in guiding instruction.
Key Points, Continued There are three tiers of RTI instruction. The three tiers of RTI are Tier 1 which is quality core instruction, Tier 2 is supplemental intervention, and Tier 3 is individualized interventions. In Tier 1, interventions should be precisely and correctly targeted to be effective. This instruction is to cover most of the classroom population. Tier 2 instruction should have no more than 20% of students who require this more specialized instruction. Tier 3 instruction should have no more than 5% of students. Instruction in this tier is specifically targeted to the needs of each student.
Research Study The population of students that will be looked at are the students who scored at a Novice level on the universal screener, the STAR reading test. Students who scored Novice on the KPREP test will also be looked at. Intended sample size is approximately 20 students. This sample group was chosen because they are currently part of RtI reading classes. At this point, I would estimate that approximately 95% of the students will participate in the survey. The data for this project is being collected in a reading classroom. This is done so that students are not interrupted during instruction or receiving outside influence during surveying. There are no agreements or incentives for the participants of this study.
Research Study The subjects are between 12 and 13 years old. The sample group includes both male and females. The ethnic makeup of the sample group is Caucasian, African American, and other unknown races. The socioeconomic status of the sample group is middle, or working class, as well as a semi poverty level. These students are sixth and seventh graders. Within this sample group, two students have IEPs and one student has a 504 Plan. All of the subjects speak English as their preferred language.
Procedures The routine that was followed for this experiment was characterized by a few simple steps for each class. First, a class would complete a bellringer activity that focused on comprehension. Next, students would have ten minutes of silent reading time. Then, students would participate in five minutes of oral fluency training. Lastly, there would be some time of mini lesson or activity having to do with a Common Core reading skill (main idea, sequence, fact and opinion, comprehension, etc.).
Progress Monitoring Every two weeks the students took the STAR Reading test. This the universal screener used in our school system to track progress. The increase or decrease in students scores are a tool to let the instructor know if the routine and fidelity with which the routine is being followed are effective. This research is also evidence that RTI can be an effective method to reduce the number of special education referrals, with the use of the tiered intervention program.
Results 600 500 400 300 200 100 0 Test 1 Series 2
Results 700 600 500 400 300 200 100 0 Test 1 Test 6
Results This data showed that Reading RTI instruction can be effective when implemented with fidelity. The students STAR reading test scores went up, with the exception of a few dips due to circumstances beyond control

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Edu639 powerpoint

  • 1. Reading RTI as Effective Instruction Nicole Trantham EDU 639 Fall 2013
  • 2. What is RTI? RTI is instruction that is meant to prevent and address the literacy and learning disabilities of students. RTI is a system of instruction that includes frequent progress monitoring and responsive interventions.
  • 3. Key Points This study was conducted to determine if RTI is an effective form of instruction, which will yield student progress. RTI programs need to be conducted with fidelity to whatever program that is being used. RTI is based on small group, individualized instruction.
  • 4. Key Points, Continued Another component of RTI is progress monitoring. In RtI, progress monitoring needs to be done with some type of universal screener, and done so frequently. Progress monitoring, in relation to RTI, is used to assess student performance, and then progress, in areas in which they were identified as being at-risk for possible failure. This is done with a universal screener. Progress monitoring helps teachers, as well as other school personnel, determine if instruction is effective. Effective progress monitoring is also helpful in guiding instruction.
  • 5. Key Points, Continued There are three tiers of RTI instruction. The three tiers of RTI are Tier 1 which is quality core instruction, Tier 2 is supplemental intervention, and Tier 3 is individualized interventions. In Tier 1, interventions should be precisely and correctly targeted to be effective. This instruction is to cover most of the classroom population. Tier 2 instruction should have no more than 20% of students who require this more specialized instruction. Tier 3 instruction should have no more than 5% of students. Instruction in this tier is specifically targeted to the needs of each student.
  • 6. Research Study The population of students that will be looked at are the students who scored at a Novice level on the universal screener, the STAR reading test. Students who scored Novice on the KPREP test will also be looked at. Intended sample size is approximately 20 students. This sample group was chosen because they are currently part of RtI reading classes. At this point, I would estimate that approximately 95% of the students will participate in the survey. The data for this project is being collected in a reading classroom. This is done so that students are not interrupted during instruction or receiving outside influence during surveying. There are no agreements or incentives for the participants of this study.
  • 7. Research Study The subjects are between 12 and 13 years old. The sample group includes both male and females. The ethnic makeup of the sample group is Caucasian, African American, and other unknown races. The socioeconomic status of the sample group is middle, or working class, as well as a semi poverty level. These students are sixth and seventh graders. Within this sample group, two students have IEPs and one student has a 504 Plan. All of the subjects speak English as their preferred language.
  • 8. Procedures The routine that was followed for this experiment was characterized by a few simple steps for each class. First, a class would complete a bellringer activity that focused on comprehension. Next, students would have ten minutes of silent reading time. Then, students would participate in five minutes of oral fluency training. Lastly, there would be some time of mini lesson or activity having to do with a Common Core reading skill (main idea, sequence, fact and opinion, comprehension, etc.).
  • 9. Progress Monitoring Every two weeks the students took the STAR Reading test. This the universal screener used in our school system to track progress. The increase or decrease in students scores are a tool to let the instructor know if the routine and fidelity with which the routine is being followed are effective. This research is also evidence that RTI can be an effective method to reduce the number of special education referrals, with the use of the tiered intervention program.
  • 12. Results This data showed that Reading RTI instruction can be effective when implemented with fidelity. The students STAR reading test scores went up, with the exception of a few dips due to circumstances beyond control