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A case study on the effectiveness of the Response to Intervention model (Tier 2 & 3) in improving academic achievement for MYP (grade 6 and 8 students) in a Hong Kong International secondary school.
Tsang, Ho Yuen
Tsang, Ho Yuen
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Authors
Editors
Date
2023
Educational Level
ISCED Level 1 Primary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 2 Lower Secondary Education
Curriculum Area
Geographical Setting
Hong Kong SAR
Abstract
The subject of Response to Intervention (RTI) has gained significant traction in educational discourse since its emergence as an innovative approach in 2003 (Fuchs and Vaughn, 2003). The implementation of RTI was catalysed by the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004), as previous practitioners predominantly relied on the inadequate IQ-achievement discrepancy (IAD) method for identifying children with learning disabilities (LD). This led to a disproportionate identification of minority students in education. Consequently, RTI has been widely adopted with the aim of optimising and standardising the identification process for children with LD. This case study investigates the efficacy of RTI in an international secondary school in the Hong Kong Special Administrative Region (HKSAR), with a particular focus on year 6 and 8 students. The school employs the RTI model to accommodate learning diversity by utilizing a three-tiered system designed to support academically struggling students. The investigation commences with a literature review to scrutinize the RTI's theoretical framework, effectiveness, and limitations. Subsequently, the research methodology is delineated, encompassing the research design, data analysis, and findings, which elucidate the RTI's impact within the HKSAR international school context. While the findings corroborate the efficacy of RTI, they simultaneously reveal the shortcomings of its implementation and the pragmatic challenges associated with such interventions in real-world educational settings.