Announcement of Ed.D. Dissertation Defense: From I&RS To Response to Intervention: A Descriptive Case Study of a School District's RTI Initiative

Monday, November 11, 2019 9:30am - 11:30am

GSE 11

Since the reauthorization of special education law in 2004, local education agencies have been looking ways to use a new protocol known as Response to Intervention (RTI) for identifying and remediating students with special needs. The field of special education is in a state of change with a growing interest in RTI, as RTI became a mandatory part of special education process in 17 states. In New Jersey school districts are permitted to shift to an RTI model or continue with their traditional intervention and referral systems (I&RS).
   The current descriptive case study explored one district’s use of an I&RS system with a focus on uncovering benefits and challenges involved in transforming it into an ideal RTI model. The study also analyzed the pre- and post-reading scores of at-risk students to determine whether the I&RS interventions produced significant gains in their reading skills. Following a mixed methods approach, data was collected through interviews with the I&RS members, field notes, and the review of archival records of at-risk students. Findings showed that participation in I&RS interventions moved at-risk student closer to grade-level in reading with third grade being critical for success of interventions, and staff members generally remained positive for shifting from I&RS to RTI framework. Additional findings suggested that staff members felt frustrated with RTI’s data collection and service eligibility protocols, and they sought for ongoing professional support to fulfill their roles and responsibilities.
    Keywords: Intervention and Referral System (I&RS), Response to Intervention (RTI), staff perception, MTSS in New Jersey, reading difficulties.


Who to contact:

A. Matthew Kilic