Strengthening Early Literacy Through RTI: An Analysis of K-2 Intervention, Teacher Roles, and Impact of RTI in Hamilton County Schools
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Date
2025-05
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Publisher
Vanderbilt University. Peabody College
Abstract
This mixed methods study explores the implementation and early impact of the strategy employed by Hamilton County Public Schools to place an RTI teacher at each elementary school. This investment was made in an effort to improve K-2 achievement, as measured by a universal screener. Relying on 20 interviews, as well as observations and universal screener data analysis, results showed that RTI teachers were spending their time in alignment with the district vision for the role, on average, but there was wide variation between schools. RTI teachers are generally satisfied with their support, but there are opportunities for alignment around expectations and filling gaps in professional learning. While there are early results of student growth in schools implementing this RTI teacher strategy with fidelity, more research is needed. Recommendations include aligning district and school expectations, tailoring professional development, improving data systems, and monitoring the implementation of Tier I foundational skills.
Description
Leadership Policy and Organizations Department capstone project