An implementation case study for the Response to Intervention (RTI) approach for oral language and reading instruction in the early years of primary school

ABSTRACT

In this paper, we report the initial stages of Response to Intervention (RTI) implementation in one school that participated in the Getting it Right from the Start (GIRFTS) pilot study. Implementation of an RTI framework for oral language and reading was supported by teacher professional learning and a dedicated Implementation Support Partner (ISP). Participants were interviewed to explore their perceptions of the change process and identify barriers and enablers to implementation. Thematic analysis was used to identify factors that supported the implementation of RTI, including strategic collegial relationships, teacher motivation, and a desire to achieve consistency of assessment and instruction. The ISP was seen as a crucial coaching role for keeping implementation on track, providing feedback and advice, and helping teachers translate professional learning into their school context. This study highlights some key factors that schools and policy-makers should focus on to promote successful early implementation of RTI approaches.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. The Index of Community Socio-Educational Advantage is a scale of socio-educational disadvantage, where the range from approximately 500 (representing schools with students from extremely disadvantaged backgrounds) to 1,300 (representing schools with students from extremely advantaged backgrounds).

Additional information

Funding

This work was supported by the Eureka Benevolent Foundation Ltd, Department of Education (Victoria) and Melbourne Archdiocese Catholic Schools.