Impact Evaluation of Response to Intervention (RtI) Strategies | SRI International

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Impact Evaluation of Response to Intervention Strategies

SRI is evaluating strategies to improve the academic achievement of children with disabilities as they tackle early reading challenges.

In a five-year study of children in first and second grade who struggle to master reading, SRI is partnering with MDRC to examine outcomes of Response to Intervention (RtI) Strategies.

The study focuses on schools with at least two years of experience implementing practices deemed critical by RtI experts and the research literature. Critical practices have five core components:

  • Universal benchmark screening in reading systems at least twice a year
  • At least three tiers of instruction with increasingly intensive interventions
  • Monitoring the progress of students who fall short of benchmarks
  • Procedures for presenting data on student reading performance, evaluating students’ performance using these data, and making decisions based on these data about students’ response to interventions
  • Processes for determining the eligibility of children for special education services that include data from the students’ responsiveness to the interventions.

The study will address three questions:

  1. How is RtI in reading designed and operated in experienced elementary schools?
  2. What are the impacts of implementing a range of RtI early reading practices on academic outcomes, such as reading achievement and special education identification, for students in elementary school?
  3. What are the impacts of additional, more intensive reading interventions on elementary school students’ reading achievement?

This evaluation is part of the National Assessment of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) being conducted by the Institute of Education Sciences (IES) as part of the National Assessment of IDEA 2004. IDEA 2004 requires the National Assessment to evaluate how programs improve academic achievement of “children with disabilities to enable the children to reach…challenging State academic content standards based on State academic assessments.”