The Effectiveness Of Response To Intervention In A Secondary School Setting
Faculty Mentor(s)
Adviser Dr. H. Stanton Tuttle
Reader Dr. Kathleen M. Pangle
Project Type
EdD Colloquium - ONU
Scholarship Domain(s)
Scholarship of Teaching and Learning
Abstract
Response to Intervention (RtI) is a three-tiered, data-driven interventional approach to academic and behavioral difficulties for elementary school and secondary school students who are underperforming or at risk of failure. Because a limited amount of research exists to establish the fidelity of implementation of RtI in secondary schools, investigations into the effectiveness of a program could prove to be helpful. The purpose of the current study was to determine the effectiveness of a secondary school’s RtI program in an under-performing, suburban grade 9-12 secondary school, to determine if there were areas of needed change and if so, to offer possible solutions. The type of methodology chosen was a mixed factorial two-variable analysis of variance, or ANOVA. The data used in the current study were grade point averages, the number of unexcused tardies, the number of unexcused absences, and the number of suspensions, which were all collected from the student information system. There was a total of 287 student participants during the first semester and 232 student participants during the second semester. There was no statistically significant difference between grades of RtI participants and non-RtI participants; non-RtI students incurred a statistically significant higher number of suspensions than RtI students; non-RtI students had a statistically significant higher number of tardies than RtI students, and non-RtI students had a statistically significant increased number of unexcused absences over RtI students. According to the data, the implementation of RtI in the evaluated school positively affected the students who participated.
Permission Type
This work is licensed under a Creative Commons Attribution 4.0 License.
The Effectiveness Of Response To Intervention In A Secondary School Setting
Wisner Auditorium
Response to Intervention (RtI) is a three-tiered, data-driven interventional approach to academic and behavioral difficulties for elementary school and secondary school students who are underperforming or at risk of failure. Because a limited amount of research exists to establish the fidelity of implementation of RtI in secondary schools, investigations into the effectiveness of a program could prove to be helpful. The purpose of the current study was to determine the effectiveness of a secondary school’s RtI program in an under-performing, suburban grade 9-12 secondary school, to determine if there were areas of needed change and if so, to offer possible solutions. The type of methodology chosen was a mixed factorial two-variable analysis of variance, or ANOVA. The data used in the current study were grade point averages, the number of unexcused tardies, the number of unexcused absences, and the number of suspensions, which were all collected from the student information system. There was a total of 287 student participants during the first semester and 232 student participants during the second semester. There was no statistically significant difference between grades of RtI participants and non-RtI participants; non-RtI students incurred a statistically significant higher number of suspensions than RtI students; non-RtI students had a statistically significant higher number of tardies than RtI students, and non-RtI students had a statistically significant increased number of unexcused absences over RtI students. According to the data, the implementation of RtI in the evaluated school positively affected the students who participated.