Date of Award

2011

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

Abstract

The purpose of this study was to analyze a school district's certified staffs' perception and training of its Response to Intervention model (RtI). RtI is a federally mandated initiative that requires school districts to provide high quality research based instruction, universal screenings, on-going progress monitoring, researched-based interventions, and reliable measures that are implemented with fidelity. Research suggests that successful RtI plans are impacted by professional development opportunities rendered to staff members, and the integrity in which the interventions are implemented (Fuchs & Fuchs, 2006). This study examined the structure, roles, resources, and trainings that impacted and aided in the implementation of RtI at a Chicagoland suburban school district.

A phenomenological qualitative case study methodology was used to investigate certified staff training and perception of its district's RtI model. Data was gathered and conclusions were drawn by reviewing artifacts, interviewing, and surveying certified staff members. Ten certified staff members were interviewed and 46% of the certified staff members elected to participate in the on-line survey. Interview and survey questions were designed to ascertain certified staffs' perception of the district's RtI process and professional development opportunities. The artifacts reviewed provided a descriptive perspective of the type and amount of professional development opportunities, board polices, and community resources available and implemented.

Results yielded indicated that certified staff had an understanding of the purpose and framework of RtI. Various trainings provided by the district facilitated a staff "buy-in" as well as assisted in establishing a framework that allows for continuous development within the RtI process. Data also suggested that as staff begins to implement RtI their staffing needs changed. Their needs changed from how to implement the process to how to monitor student progress and collect data with fidelity and integrity.

Certified staff perceive RtI as an effective identification tool that when used effectively, identifies and provides appropriate supports to all students. Certified staff also believe that a staffs' "buy-in" is greatly impacted by both district and building level administration. RtI was perceived to be implemented with fidelity and integrity when staff considered administration to be supportive and knowledgeable of its process.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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