A Comparison of Response to Intervention (RTI) Tier II and Tier III strategies and
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1 Response to Intervention 1 Running Head: Response to Intervention A Comparison of Response to Intervention (RTI) Tier II and Tier III strategies and their effect on student s grades, while comparing Fifth grade students second quarter and fourth quarter grades in Language Arts, Reading and Math. By: Mindy Leigh Diller-Halstrom Submitted in Partial Fulfillment for Requirement of Methods of Educational Research and Research Paper Department of Educational Leadership College of Education and Human Services Northwest Missouri State University Spring 2012
2 Response to Intervention 2 Abstract This paper examined Response to Intervention (RTI) Tier II and Tier III strategies and their effect on student s grades, while comparing th grade students second quarter and fourth quarter grades in Language Arts, Reading and Math. The purpose of this research was to determine if using RTI Tier II and Tier III strategies in Language Arts, Reading and Math, increase students grades from Second quarter to Fourth quarter. I compared the second quarter grades to the fourth quarter grades of those students who were involved in Tier II and Tier III Response to Intervention Strategies in Language Arts, Reading and Math. At the end of the school year, I collected these students grades by printing out grade cards that included the class subjects, letter grades and percentage grades of all four quarters of the school year. I only looked at percentage grades for second quarter and fourth quarter in the 5 th grade students who were involved in Response to Intervention Tier II and Tier III strategies. The data showed that the 5 th grade students involved in Language Arts, Reading and Math Response to Intervention Tier II and Tier III strategies throughout the academic school year had grades in Language Arts, Reading and Math that improved from second quarter to fourth quarter.
3 Response to Intervention 3 An examination of Tier II and Tier III Response to Intervention Strategies and their effect while comparing participating th grade students second quarter and fourth quarter grades. Introduction Background. During the school year, my school started to focus on Response to Intervention strategies to help students that were participating in Language Arts, Reading and Math classes at below grade level. My school changed their class schedule which decreased class period time from 45 to 38 minutes and added a 25 minute intervention time called Houndtime. It was up to each grade level at the school how they would use Houndtime. My 5 th grade team, decided to place the students into groups based on ability level. Students that were below grade level in Math, were placed in a Math Tier II intervention group. Students that were below grade level in Communication Arts (language arts and reading) were placed into 2 Tier II Communication Arts groups. The other students were placed into an extra homework time group and into 2 enrichment groups. We used this same model for the rest of the school year. Each of the students who were in the Tier II Math and Communication Arts groups were given universal screenings at the end of the quarter. The universal screenings used were the DIEBELS, SRI and STAR Math. If a student showed growth in their Tier II area then they would be removed from that Tier II area and placed somewhere else. During the school year, we again used the same model. All of the 5 th grade students were tested by using universal screenings and placed into the appropriate Tier II groups. The fifth grade team then took things one step further. There was a group of 5 students who,
4 Response to Intervention 4 after taking the universal screenings and being in regular Reading and Communication Arts classes, we noticed were reading at very far under grade level, some of these students were reading at the first grade level. With support from our administration, these 5 students, were pulled out of a daily Social Studies class and used that time to focus on Tier III reading strategies with a faculty member. This gave those 5 students an extra 40 minutes of working on reading strategies such as fluency, reading comprehension and phonemic awareness. This continued for the remainder of the school year. These students were also tested throughout the semester using DIEBELS, EasyCBM and SRI universal testing screenings. Practice under investigation. The practice under investigation is Response to Intervention Tier II and Tier III and their impact on participating students grades. School policy to be informed by study. My school implemented a school wide 25 minute intervention time called Houndtime during the school year. This research will contribute data to be used in evaluating the effectiveness of this intervention program. Conceptual underpinnings. Response to Intervention Strategies, as well as writings by Mike Matteos will be investigated to support this study. Statement of the problem. There is a need to better understand the Tier II and Tier III Response to Intervention strategies and their effect on student grades.
5 Response to Intervention 5 Purpose of the Study The purpose of this study is to determine if Tier II and Tier III Response to Intervention Strategies help improve participating 5 th grade students grades in Language Arts, Reading in Math while comparing the grades from second quarter to fourth quarter. Data will be taken from Second quarter and Fourth quarter report cards of those students who participated in Tier II and Tier III Response to Intervention Strategies in Language Arts, Reading and Math. Research Questions RQ1. Will grades of 5 th grade students participating in Tier II Math strategies, as shown through district collected data, increase from second quarter Math grades to fourth quarter Math grades? RQ2. Will grades of 5 th grade students participating in Tier II Communication Arts strategies, as shown through district collected data, increase from second quarter Language Arts and Reading grades to fourth quarter Language Arts and Reading grades? RQ3. Will grades of 5 th grade students participating in Tier III Communication Arts strategies, as shown through district collected data, increase from second quarter Language Arts and Reading grades to fourth quarter Language Arts and Reading grades? RQ4. Should Response to Intervention time, at this school called Houndtime continue at this school?
6 Response to Intervention 6 Null Hypothesis H01: There is no grade change from second quarter Math grades to fourth quarter Math grades in 5 th grade students participating in Tier II Math strategies, as shown through district collected data. H02: There is no grade change from second quarter Language Arts and Reading grades to fourth quarter Language Arts and Reading grades in 5 th grade students participating in Tier II Communication Arts strategies, as shown through district collected data. H03: There is no grade change from second quarter Language Arts and Reading grades to fourth quarter Language Arts and Reading grades in 5 th grade students participating in Tier III Communication Arts strategies, as shown through district collected data. H04: Response to Intervention time (Houndtime) should not be continued by the school district.
7 Response to Intervention 7 Anticipated Benefits of the Study The results of this study will inform school officials as to whether or not to continue the new shortened class schedule in order to incorporate a 25 minute Response to Intervention time (Houndtime) during the school day. This will also provide administrators with valuable data to be used when evaluating Response to Intervention strategies district wide. Students will benefit from this study because if it is successful, Response to Intervention strategies, will continue to be used and will help students become more successful overall in school.
8 Response to Intervention 8 Review of Literature Helping students succeed is one of the main topics often talked about in education. Educators often ask themselves questions such as, What do we want for our students?, and what do our students need? Once educators have fully answered these questions, many more topics come into place. One big question is, what do we do when students don t learn?, and how can we help these students succeed? As educators, we all agree that all students are not at the same playing field. We have students with a wide variety of academic and social issues. Our job as educators is to help these students any way we can. Students can almost be placed into certain tiers. Each tier is made up of students at different levels. The tiers make up the Response to Intervention or RTI program. According to Dr. W. Alan Coulter, each school must develop their own model of three tiers. Each school who uses an RTI system, should not have the same three tiers (2009). My school chose to focus on the areas of Reading, Language Arts and Math for our RTI program and a set aside time of 25 minutes each school day called Houndtime to help put the RTI strategies into place. Response to Intervention (RTI) refers to an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI does not refer to a specific model, test, or single procedure, and RTI is often used within a Problem Solving model to help identify effective instructional strategies and evaluate their effectiveness. RTI by itself is not intended to serve as a single criterion or single procedure for identifying disability (Canter, 2006, p. 5). Most models of RTI, involve three tiers.
9 Response to Intervention 9 The first tier is the Universal level and should be made up of 80% of students. Dr. James Hale, explains that in Tier I, the idea is to provide scientific, research-based instruction or just plain old good teaching (2008, p.3). These are the strategies that an educator would use with every student that he or she teaches. The RTI network explains that in Tier I, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate behavior. Dr. George Batsche explains, before a school can begin an RTI program, all of the students need to be screened on a regular basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support (Batsche, 2009). The universal screenings my school chose to use were Scholastic Reading Inventory (SRI), DIBELS, STARMath and casycmb.com. All fifth grade students were given the SRI, DIEBELS and STARMath. These universal screening scores were then used to determine if students should be placed in Tier II or Tier III of the RTI model. These universal screenings were given throughout the year, usually given at the beginning of the year, the middle and the end of the school year. As educators, we would want all of our students to fall into the Tier I category. But, as educators, we know that cannot happen. Students struggle in certain topics for whatever reason. It s our job as educators to find out what the student is struggling with and what strategies we use to help that student succeed. Although the teacher should modify instruction or provide classroom accommodations in Tier I to help a struggling child, the focus is on good instruction and regular testing to ensure that a majority of children receive good instruction. If a child is not achieving at a level commensurate with his or her peers, a team, such as an Instructional Support Team or Child Study Team, should refer the child for a Tier II RTI intervention approach (Hale, 2008, 3). Some common examples for Tier I support would be small group instruction within the general education classroom, instruction broken down into
10 Response to Intervention 10 manageable steps, differentiated instruction and students provided with immediate and specific feedback. The second level of the RTI tier system is called the Targeted Level. Ideally, this is where no more than 15% of the students would be placed. Small group intervention takes place in the Tier II model. Dr. W. Alan Coulter states that the focus of the students in Tier II is for students identified with marked difficulties, and who have not responded to Tier 1 efforts as indicated by results of universal screenings (2009). After the universal screenings have been given to the student and the results shown are not at a level which would place the student into Tier I, the student is then placed into Tier II small group instruction. In Tier II, the intervention and measurement should be tailored to the individual child. The child may receive additional instruction from other teachers (e.g., reading teacher) and/or related services providers (e.g., school psychologist, speech language therapist). If the child does not respond to this individualized intervention, then the child should be referred for a comprehensive special education evaluation to determine eligibility for services (20 USC 1414(a-c)) and possible Individualized Education Program (IEP) (20 USC 1414(d)) (Hale, 2008, 4). Some examples of Tier II strategies would be explicit instruction outside of general classroom time focused on the deficit skill or areas of weakness. During Houndtime at my school, the Tier II kids would either be focusing on Math or Communication Arts deficits. These were small groups of no more than 8 with a classroom teacher helping them. For example, if a student was struggling with fluency in reading, according to the universal screening, then that group of students would focus on fluency for the entire 25 minute Houndtime.
11 Response to Intervention 11 Research Methods Research Design. A pre-post quasi-experimental research design was used to investigate the research questions. Comparative research in the form of a t-test was conducted in order to determine significance, with the alpha level set at 0.25 to challenge the null hypothesis. Data was collected in the form of 5 th grade second and fourth quarter report cards showing end of the quarter grades in the subjects of Reading, Language Arts and Math. Study Groups. Two overall study groups were examined. Study group 5A will consist of 2010 second quarter Math, Reading and Language Arts students who took part in Response to Intervention Tier II and Tier III strategies. Study group 5B will consist of 2011 fourth quarter Math, Reading and Language Arts students who took part in Response to Intervention Tier II and Tier III strategies. The school district selected for this study is a rural community located within 100 miles of a major metropolitan area. The district has a total of one elementary school, one middle school and one high school, with student enrollment at approximately 1,400 students. The middle school contributing to this research project has an enrollment of 400 students in grades fifth through eighth. The fifth grade class had 81 students. The socioeconomic status of the school is described as average with a free and reduced lunch rate of 31%. The middle school has a 96% Caucasian population, with the remaining 4% made up of Black, Asian and Hispanic students. Data collection and instruments. Data was collected through the use of second quarter and fourth quarter grades of 5 th grade students in the areas of Reading, Communication Arts and Math.
12 Response to Intervention 12 Data analysis methods. ASP: A Statistical Package (Blackford, 1999) has been used to compute summary statistics for all data sets. Comparative analysis was conducted through the use of the t-test in order to identify differences, if any, between any two groups. Due to the small study sample, the Alpha level was set at 0.25 when challenging the null hypothesis. Findings By using a pre-post quasi-experimental design, this study investigated whether Response to Intervention (RTI) Tier II and Tier II strategies and their effect on student s grades, while comparing th grade students second quarter and fourth quarter grades in Language Arts, Reading and Math. The purpose of this research was to determine if using RTI Tier II and Tier III strategies in Language Arts, Reading and Math, increase students grades from second quarter to fourth quarter. Data was collected at the end of both second and fourth quarters for students who participated in RTI Tier II and Tier III strategies in Language Arts, Reading and Math. Figures 1-3 compare Tier II and Tier III second and fourth quarter grades in Language Arts, Reading and Math.
13 TotalNumber of Tier II & Tier III Students Response to Intervention 13 Tier II & Tier III Language Arts Grades Second quarter Language Arts Fourth quarter Language Arts 2 0 A B C D Letter Grades of Students Figure 1. Comparison of Tier II and Tier III 5 th grade students Language Arts end of quarter grades. There is a decrease in the Tier II and Tier III students who received grades of an A in Language Arts from second quarter to fourth quarter. For those students receiving a grade of B in Language Arts there is also a decrease from second quarter to fourth quarter. There is an increase in Tier II and Tier III students who received grades of C from second quarter to fourth quarter.
14 Total number of Tier II & Tier III Students Response to Intervention 14 Tier II & Tier III Reading Grades A B C D Letter Grades of Students Second quarter reading Fourth quarter reading Figure 2. Comparison of Tier II and Tier III 5 th grade students Reading end of quarter grades. There is a decrease in the number of students who received a grade of B from second quarter to fourth quarter. The number of students who received a grade of C increased from second quarter to fourth quarter. The same number of students received grades of A and one student received a grade of a D for fourth quarter reading.
15 Total number of Tier II Students Response to Intervention 15 Tier II Math Grades Second quarter Math Fourth quarter Math 2 0 A B C D Letter grades of students Figure 3. Comparison of Tier II and Tier III 5 th grade students Math end of quarter grades. Based on this information, none of the 5 th grade Tier II Math students received a letter grade of A for either second or fourth quarter. There was a decrease in Tier II Math students who received a letter grade of B from second quarter to fourth quarter. There was an increase in Tier II Math students who received letter grades of C from second quarter to fourth quarter. None of the 5 th grade Tier II Math students received letter grades of D for either second or fourth quarter.
16 Response to Intervention 16 Table 1 t-test Analysis Results between Second quarter and Fourth quarter Language Arts Grades Source Mean SD Mean D t-test Df p-value Second quarter 1 Fourth quarter Note: Significant when p= 0.25 As shown in Table 1, findings from comparing 5 th grade Tier II students second and fourth quarter Language Arts grades resulted in a p-value of 1, which rejects the null hypothesis based upon an alpha level set at There was not a significant difference in second and fourth quarter grades for those students who participated in Tier II and Tier III Communication Arts Houndtime during the school year. Table 2 t-test Analysis Results between Second quarter and Fourth quarter Reading Grades Source Mean SD Mean D t-test Df p-value Second quarter Fourth quarter Note: Significant when p= 0.25 As shown in Table 2, findings from comparing 5 th grade Tier II and Tier III students second and fourth quarter Reading grades resulted in a p-value of 1, which rejects the null hypothesis based upon an alpha level set at There was not a significant difference in second and fourth quarter grades for those students who participated in Tier II and Tier III Communication Arts Houndtime during the school year.
17 Response to Intervention 17 Table 3 t-test Analysis Results between Second quarter and Fourth quarter Math Grades Source Mean SD Mean D t-test Df p-value Second quarter 1 Fourth quarter Note: Significant when p= 0.25 As shown in Table 3, findings from comparing 5 th grade Tier II and Tier III students second and fourth quarter Math grades resulted in a p-value of 1, which rejects the null hypothesis based upon an alpha level set at There was not a significant difference in second and fourth quarter grades for those students who participated in Tier II and Tier III Math Houndtime during the school year. Summary of Major Findings This study showed that when analyzing student performance and grades through the use of district collected data for Language Arts, Reading and Math second and fourth quarter grades, the Houndtime RTI Tier II and Tier III strategies were not effective based on the alpha level and p-value relationship. The number of students who received letter grades of an A in Language Arts, Reading and Math did not increase from second quarter to fourth quarter. The number of students who received letter grades of C in Language Arts, Reading and Math did increase from second quarter to fourth quarter.
18 Response to Intervention 18 Conclusions and Recommendations Results from this study did not point towards success when implementing Response to Intervention Tier II and Tier III strategies in the areas of Communications Arts and Math. Although this study points out that there wasn t success in the RTI Tier II and Tier III programs, I feel that there are reasons why the RTI Tier II and Tier III program is a success at this school. 1. The students who were given the Universal Screenings in Communication Arts and Math, showed great improvements throughout the year. This data wasn t included in this study, because this study was solely based on grades. The school has the data to prove that the Universal Screenings scores did improve throughout the school year. 2. This was a very small population of students to study, which could have made a difference in the results from the A Statistical Package program. 3. As a teacher in this school, an overall increase of student morale was shown throughout the 5 th grade classes. Students who were involved in the Tier II and Tier III Communication Arts and Math RTI strategies, did show improvement in other basic skills classes such as Science and Social Studies. This study doesn t show this, because it was a study showing only grades in Language Arts, Reading and Math. 4. This study was based on one grade level class during one school year. Each class performs at different academic levels. One grade level class may be more incline to perform better in the areas of Language Arts, Reading and Math. In conclusion, it is recommended that the study be conducted again with subsequent years to determine if indeed the Response to Intervention Tier II and Tier III Communication Arts and Math strategies continue to be successful. At this school building, they are going to
19 Response to Intervention 19 continue to use the Tier II and Tier III Response to Intervention Strategies for students who are struggling in the areas of Language Arts, Reading and Math.
20 Response to Intervention 20 References Batsche, G. (2009). Developing a Plan. RTI Network. Retrieved from Blackford, G. (1999). ASP: A statistical program (PC version). Grand Blanc, MI: DMC Software, Inc. Canter, A. (2006). Problem solving and RTI: New Roles for School Psychologists. NASP Communique, 34(5), Retrieved July 28, 2011, Academic Search Premier database. Coulter, A. (2010). Preventing Chronic Failure in Classrooms: Teams Implementing Early Intervening Services(RtI). Hale, J. (2008). Response to Intervention Guidelines for Parents and Practitioners. Wrightslaw. Retrieved from Missouri Department of Elementary and Secondary Education Division of School Improvement-Missouri School Districts Profile (no date). Student Demographics. Retrieved July 28,
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