Funders: College of Education, Michigan State University

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Description:

A Response to Intervention (RTI) model provides a systematic framework for screening students who need supplemental, targeted instruction (Tier 2 or Tier 3) and for tiered service delivery based on individual needs. In an RTI model, there are typically three tiers of instruction. As part of Tier 1, all students receive high-quality instruction in general education classrooms and are screened for academic difficulties. Students who score below benchmark are typically flagged as at risk and receive more intensive, targeted instructional support in Tiers 2 and 3. Thus, the successful implementation of an RTI model starts with an accurate screening process that will aid the placement decisions. 

 

However, what we know about the best practices of screening in an RTI model is based primarily on research conducted in early elementary grades (Kindergarten – third grade). There is little research-based guidance on how RTI models can be implemented beyond primary grade levels (middle grades).  In this project, we are interested in understanding and exploring the most effective and efficient ways to identify students who may need Tier 2 or Tier 3 supports beyond primary grades (Grades 4 and beyond). In particular, we ask the following questions:

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• Which screening measure or a combination of measures yield the most accurate classification accuracy for identifying students who need an intensive intervention?

• What should the screening procedure look like for English learners and non-English learners? 

• What are the best ways to set cut scores in a benchmark assessment?

• Does teacher rating of students’ reading skill have utility in the screening process?

• Do different screening assessments find similar or different results?

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Publications/Presentations:

Cho, E., Capin, P., Roberts, G., & Vaughn, S. (2018). Examining predictive validity of oral reading fluency slope in upper elementary grades using quantile regression. Journal of Learning Disabilities, 51, 565-577. https://dx.doi.org/10.1177/0022219417719887

 

Cho, E.,&+Ju, U. (2019, February). Middle school RTI: Screening and progress monitoring of reading comprehension. Panel presentation presented at the 27th Annual Pacific Coast Research Conference, San Diego, CA.

 

Cho, E., Capin, P., Roberts, G., & Vaughn, S. (2018, February). Balancing the efficiency and efficacy of a screening battery for identifying nonresponders to reading intervention: Comparing English-leaners and non-English learners. Paper presented at the 26th Annual Pacific Coast Research Conference, San Diego, CA.