Evaluating the Feasibility and Preliminary Outcomes of a Web-Based Response to Intervention Program

• In Event: Marriott Roundtable Session 26
  In Roundtable Session: Multi-Method Approaches and Models for Examining the Impact of Interventions on Academic Outcomes

Abstract

Since the reauthorization of the 2004 Individuals with Disabilities Education Improvement Act, school districts across the country have implemented a response-to-intervention (RTI) approach as a way of identifying and responding to students who are struggling academically and behaviorally. Yet, educators report difficulty implementing RTI practices with fidelity. The current study evaluated the feasibility and preliminary outcomes of a new web-based RTI program. Participants included teachers and students from four suburban elementary schools. Teachers’ engagement with the program and students’ reading and math skills were tracked across two school years. Results showed moderate to high levels of teacher engagement and significant improvements in students’ reading and math skills. Limitations and implications for RTI implementation and web-based programming are discussed.

Authors

• Essie Sutton, Fordham University

• Todd Bloom, Jefferson Education Accelerator