Teachers' Perspectives of the Challenges Concerning the Implementation of the Response to Intervention Model and its Efficacy in Reducing Child Study Team Referrals for English Language Learners (ELLs) in Sixth through Eighth Grades

Alicia Taylor

Co-Presenters: Individual Presentation

College: College of Education

Major: MA.SPED/LRNG-BEHDIS

Faculty Research Mentor: Fike, Janet  

Abstract:

The Response to Intervention (RTI) model is intended to provide early, systematic support to struggling students while reducing inappropriate referrals to Child Study Teams (CST). However, concerns persist regarding the effective implementation of RTI for English Language Learners (ELLs), particularly at the middle school level. This study examines middle school teachers' perspectives on the challenges associated with implementing RTI and its perceived efficacy in reducing CST referrals for ELLs in sixth through eighth grades. The study focuses on systemic, organizational, instructional, and training-related factors that influence equitable RTI practices for linguistically diverse students. A mixed methods design was used, incorporating a Likert-scale survey and open-ended responses to capture both qualitative trends and qualitative insights from middle school teachers. Data was analyzed to identify perceived barriers, instructional challenges, and support needs related to RTI implementation for ELLs. The findings of this study aim to potentially inform school leaders and decision makers by identifying possible areas for improved professional development, instructional support, and culturally and linguistically responsive RTI practices. By centering teachers' perspectives, this study contributes to efforts to improve RTI implementation and reduce disproportionate CST referrals among English Language Learners at the middle school level.