An Analysis of Consistency Between Team Decisions and Reading Assessment Data Within an RTI Model

Abstract

Data-based decision making by teams is central to implementation of response to intervention (RTI) models. Few studies have examined the actual decision-making process within RTI systems of service delivery. The purpose of this study was to examine the tier assignment decisions for students across grade-level teams in three K–5 elementary schools implementing identical RTI models for reading. Decisions of grade-level teams primarily composed of teachers were compared against the recommendation made by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) universal screening measure during fall and winter assessments across a 2-year period. Results showed teams had high overall levels of agreement with the DIBELS recommendations, especially after Grade 1 and during the winter of each year. When teams initially disagreed with the DIBELS recommendations, increased agreement in the use of data-based decisions was present over time. Implications for the data decision-making process within an RTI model are discussed.

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