The effects of response to intervention at a suburban elementary school
The purpose of this study was to describe and evaluate the effectiveness of a Response to Intervention model implemented within a suburban school in San Diego County. The study described the current model in place and administered a pre and post test to students in Kindergarten, First, Second, and Third grade to measure the success of the program. Using the DIBELS subtests, Letter Naming Fluency, Phoneme Segmentation Fluency, Nonsense Word Fluency, and Oral Reading Fluency, students were identified as at-risk at the beginning of the study (Pretest/October). Students who were at-risk were to the interventions, K-PALS, PALS, Interventions for Reading Success, and The Six Minute Solution, for several months. Students were progress monitored every two weeks to measure the success of the intervention. Additional time and/or interventions were introduced if needed. The students were administered a post test at the end of the school year (June). Results indicate that at-risk students decreased in all grades. The greatest gains were seen in First grade while the smallest in Second Grade. Summary and recommendations of this study include implications for future training and support, interventions, progress monitoring, teacher accountability, communication, and non-responders. Key Words: Response to Intervention, literacy early intervention, Dynamic Indicators of Basic Early Literacy Skills (DIBELS).