First year implementation of response to intervention at Appoquinimink High School
Date
2016
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Delaware
Abstract
In a school district with mostly high-performing students, a subgroup of students was not meeting the standard for reading according to the state assessment. The superintendent and high school principals agreed that a systemic intervention was necessary to address the needs of struggling learners. The Appoquinimink High School principal led a team of teachers in the development of a formal Response to Intervention (RTI) process for ninth grade reading during the 2014-2015 school year. The goal was to create an infrastructure for RTI that could be adapted for other grade levels and content areas. Establishing the RTI process focused on various aspects including reviewing research around RTI, addressing staffing and scheduling implications, creating a communication plan for stakeholders, and developing an evaluation of student progress and perceptions. ☐ 5203 At the end of year one, an analysis of student assessment data and teacher and student surveys revealed positive teacher and student perceptions of the initial RTI process. Student data also revealed positive results for students in the program, and the majority of students showed growth and most students met their target goals. Teachers reported having a clear understanding of their role to support students in the RTI program, found value in the work that they were doing and had high expectations for their students. Support of school leadership and professional development was rated positively. Student survey results indicated that students had positive perceptions of teacher care, challenge of the class, and clarity of their teachers. Recommendations are offered for other secondary schools considering implementing RTI programs to support struggling students.