An Exploration of Aggregated Patterns of Student Curriculum-Based-Measurement Outcome Data Within a Response to Intervention Program
One major concern when developing a response to intervention (RTI) program is to select effective practices that will be successfully implemented and sustained with adequate organizational guidance and support. The purpose of this study was to explore patterns of student tier placement data as a sch...
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| Format: | Others |
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DigitalCommons@USU
2012
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| Online Access: | https://digitalcommons.usu.edu/etd/1433 https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=2436&context=etd |
| Summary: | One major concern when developing a response to intervention (RTI) program is to select effective practices that will be successfully implemented and sustained with adequate organizational guidance and support. The purpose of this study was to explore patterns of student tier placement data as a school-based case example of the nature and utility of RTI in an applied setting. Specifically, this study aimed to explore the extent that the percentages of students placed in a three-tier program based on student oral reading fluency (ORF) level and growth trajectories reflect the standard RTI tier placement (80%, 15%, and 5%) at fall, winter, and spring in a school setting. Percentages of the total student population tier placement were explored with ORF data from third- and fourth-grade students (N = 429) at two schools in fall, winter, and spring. Results showed that school and ORF data reflected the standard percentages of student populations within each tier in fall, winter, and spring. However, slope data showed greater percentages of students in the more intensive tiers. Moreover, flexible grouping, or movement between tiers occurred for few students when movement occurred based on school or ORF level data. No significant differences were found between the school and ORF student tier placements in fall, winter, and spring. A significant difference was found in spring between placement methods with a larger proportion of students in Tier 1 based on the school assignments and a larger proportion of students in Tier 2 and Tier 3 based on ORF slope assignments. |
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