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A Comparison Study of Michigan Response to Intervention Models and Program Effectiveness

Trevor Lavern Alward, University of Nebraska - Lincoln


The purpose of this study surrounds the effectiveness of Michigan models of intervention in public schools and their ability to address all students' needs. During the course of this research, comparisons of similar demographics in terms of size, setting, ethnicity and socio-economic status will be utilized in identifying districts. This similarity allowed for increasing correlation and reducing variance. Schools were identified and surveyed on their implementation of the Response to Intervention (RtI) model. The survey was used to identify school's similarities and differences regarding their RtI model. Once becoming familiar with their structures for interventions, schools that utilized an "RtIblock" in their schedule were isolated. This was intentional as this model addresses all students needs. Some models call for pull-out services for at-risk interventions while a scheduled block defined a time for all students based on screening data to receive intervention, supplementation or enrichment. These schools were isolated so an analysis and comparison of their Michigan Education Assessment Program (MDE, 1969) scores and special education percentages were conducted. Finally, the RtI block schools' assessment scores were compared with schools that had not implemented the RtI model and those schools that do so through pull-out services only for at-risk students. These final comparisons resulted in recommendations to administrators on future implementation.

Subject Area

School administration

Recommended Citation

Alward, Trevor Lavern, "A Comparison Study of Michigan Response to Intervention Models and Program Effectiveness" (2015). ETD collection for University of Nebraska-Lincoln. AAI3689326.