Implementing Response-To-Intervention Model in Hong Kong: School Leaders’ Conceptualization and Impact
Hong Kong is the only region outside the U.S. with a clear policy to adopt the Response-to-Intervention (RTI) Model as the key feature to achieve effective inclusive education. As there is a scarcity in the existing literature to examine its implementation in Hong Kong, a funded project with both qualitative and quantitative components has set out to investigate experiences and understanding of key school personnel as an initial effort. This paper primarily concentrates on the principal data of the qualitative component of the larger study to understand how principals understand/conceptualize this model and the impact of their understanding on implementation fidelity and effectiveness in improving student learning outcomes. Findings indicated that principals with a higher level of understanding of the theory behind the RTI model as a prevention system involving research-validated pedagogical practices and progress monitoring mechanisms have instigated a more effective model with clear measures of improved student outcomes. Recommendations included training of principals to deepen the understanding of this model and the policy intent for more effective practices of this model in Hong Kong.
Index terms- response-to-intervention model, Hong Kong, inclusive education, and leadership.