Response to Intervention in Middle Schools: Practices and Outcomes

Abstract

Response to intervention (RTI) is advocated in elementary school as a system‐wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on these existing elementary models. This investigation into current middle school RTI practices describes technical aspects as well as some of cultural and contextual issues surrounding implementation. The study included multiple data collection procedures including surveys, discussion groups, phone interviews, and site visits. Although many schools reported substantial progress with implementation, they recognized rigorous implementation of RTI posed such on‐going challenges as changes in staffing, curricular realignments, very limited selections of screening and progress monitoring tools aligned with their curriculum, and scheduling of secondary and tertiary level interventions.

Progress Monitoring With Computer Adaptive Assessments: The Impact of Data Collection Schedule on Growth Estimates

“…Guidelines exist for the evaluation of progress‐monitoring measures (e.g., Glover & Albers, ) and to some extent, for the use of those measures in practice (VanDerHeyden, ; Vaughn & Fletcher, ); however, there are some discrepancies in what constitutes best practice in the application of screening and progress‐monitoring measures. For example, although more frequent progress‐monitoring data might yield more precise growth estimates, the recommended number of observations varies (Jenkins, Graff, & Miglioretti, ; Mercer & Keller‐Margulis, ) as does the number of observations that actually occur in practice (Mellard, McKnight, & Woods, ; Prewett et al., ).…”

“…Despite the relatively undeveloped research base, schools also use computer adaptive measures for progress monitoring in math (Mellard et al., ; Prewett et al., ). CATs differ from CBM, as they are often untimed, longer in duration, and generally cover a wider range of skills.…”

“…As discussed, progress‐monitoring practices differ widely across schools (Mellard et al., ; Prewett et al., ). Issues of efficiency and technical adequacy are both relevant when considering how frequently to collect progress‐monitoring data.…”

Competências de matemática e de literacia emergente: Estudo correlacional

“…Em termos de prática pedagógica, este estudo permite salientar a importância quer da identificação atempada das crianças, quer da intervenção sistemática e intencional na promoção do sucesso escolar desde o jardim de infância, de forma a esbater diferenças sociais e a acompanhar a resposta das crianças a intervenções deliberadas e empiricamente validadas (Kovaleski, 2007;Prewett et al, 2012).…”

Systemic Sustainability in RtI Using Intervention-Based Scheduling Methodologies

“…As a result of limited scheduling possibilities and resources, many schools face the challenge of removing students with an identified academic need from elective or core classes to provide the intensity required to affect the identified achievement gap. Prewett et al (2012) stated, "To accommodate multiple intervention classes, the schools reported that they pulled students from elective, social studies, or science class periods" (p. 143). Bigham and Riney found that middle schools in particular are pressured by conflicting interests in scheduling intervention classes during electives: "Pressure is exerted to avail course offerings in the disciplines of fine arts, career and technical education, and sports and exercise sciences" (p. 2).…”