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Dissertation
Academic Instructional and Assessment Strategies in the "RTI" System: A Quantitative Research Study
Doctor of Education (Ed.D.), Drexel University
Sep 2022
DOI:
https://doi.org/10.17918/00001455
Abstract
When the Individuals with Disabilities Education Improvement Act (IDEA) was reauthorized in 2004, Response to Intervention (RTI) was introduced as a new option to diagnose students as having a Specific Learning Disability (SLD), in addition to the traditional discrepancy model. States were now permitted to choose whether to use the discrepancy model or RTI for diagnosis of a SLD. If they chose the latter, they were permitted to design their own RTI process and school districts, in turn, were permitted to customize their State's RTI process to fit their particular district's needs. Typically, RTI was designed as a three-tiered triangle that included instructional strategies and assessment strategies at each tier, increasing supports as the triangle is ascended. Once the top third tier is reached, the student would be referred for an evaluation for specialized instruction and related services for a suspected learning disability. This RTI approach to diagnose and assist students with SLD became so popular, districts began to modify and apply this diagnostic process to determine whether students with other learning difficulties might benefit from a similar targeted review of instruction. These modified RTI processes are referenced herein as "RTI." The wide variations in the various states' approaches to the traditional RTI, the districts' customized RTI processes, and this newly modified "RTI" approach resulted in inconsistencies in instructional strategies and assessment strategies identified within the three-tiered triangle and the tier-to-tier transition points between the different tier levels. This quantitative study compared strategies commonly identified within each tier by several leading "RTI" authorities and arranged them, by level, in a Summary Triangle (ST). Kindergarten through fifth-grade teachers were asked in a nationally distributed digital survey to place each strategy within the "RTI" triangle tiers, and their responses were matched to the ST tiers. Most teachers' instructional strategies choices aligned with the ST but not the assessment strategies choices. To assure students with disabilities are timely identified, evaluated, and served, recommendations are made for teacher pre-service and in-service professional development to assure instruction and assessment strategy alignment. Keywords: Response to Intervention, RTI, Assessment Strategies, Instructional Strategies.
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Details
- Title
- Academic Instructional and Assessment Strategies in the "RTI" System
- Creators
- Jean Marie Solecki
- Contributors
- Constance Lyttle (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xiv, 129 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991019104610004721