Presentation Title

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

Presentation Type

Other

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

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Apr 21st, 12:50 PM Apr 21st, 12:05 PM

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.