By Dr. Evelyn Johnson
Boise State University
This will be my final blog entry, so I’d like to thank all of you for reading. I’d also like to thank the CEC for inviting me to participate in this forum.
I’ve been promising to post outcome data from schools I have worked with, so let's get to it right away!
One middle school that started the RTI process only a year ago has already seen a reduction in the number of failing core course grades from 38 to 6. They accomplished this by restructuring the schedule to allow teachers to have time to provide a targeted support class for students identified as struggling in the core courses. While this isn’t a complete RTI framework (for example, there is no standardized treatment protocol, screening is accomplished through grades only, and there is no emphasis on first examining the Tier 1 program), it represents a first step toward school improvement.
In another junior high school that has implemented a combined PBS/RTI model, the number of student retentions has decreased by 25% and the number of students failing one or more courses has been reduced by 75%. Discipline referrals have been reduced by 25%. However, the school has not yet shown a change in math performance.
We are still assessing the impact of RTI in the high schools in which we are working. Reviews of the data indicate they need to focus efforts on improving the math core curriculum, addressing attendance issues, and providing literacy interventions that support student development in the content areas. The school hasn’t completed a data review before, so an initial, positive outcome is that staff are developing a systematic way to evaluate areas in need of targeted review and support.
I hope that some of the resources I’ve provided throughout the month are helpful for you!
All the best,