Response to Intervention Teachers' Perspective of Tier 2 Intervention Fidelity

Response to Intervention Teachers’ Perspective of Tier 2 Intervention Fidelity by Doretha Meissner MA, Tarleton University, 2009 BS, Excelsior College, Albany, New York, 1997 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Administration Leadership for Teaching and Learning Walden University December 2016 Abstract In an urban Texas school district, teachers and administrators were concerned about students’ achievement and the teachers’ knowledge and implementation of Response to Intervention (RTI) Tier 2 interventions with fidelity. This study addressed teachers’ perceptions of the reliability of the application of Tier 2 interventions at the study site, its influence on student achievement, and the appropriateness of current professional development at the targeted campus. The constructivist concept of how people learn and the implementation theory of scaffolding instruction, meaningful experiences, and active learning provided the framework for this study. The educators provided perspectives of how the quality and frequency of the implementation impact the fidelity of Tier 2 interventions. A total of 15 teachers from Grades 3, 4, and 5, the RTI Coordinator, and administrators at the target campus who each met the criteria of more than 2 years of experience working with the RTI process, RTI training, and progress monitoring were included as participants. Data were gathered from the RTI School Readiness Survey, individual interviews, State of Texas Assessment of Academic Readiness for math and reading, and the state required campus and district improvement plans. The data were examined using comparative analyses, inductive generalizations, and analytical coding. The results indicated a need for sustained training to improve teacher knowledge of RTI implementation strategies and students’ academic performance on grade-level content. This study will promote social change by providing teachers and administrators at the study site information on the RTI process and on the intensive professional development training needed to support student academic success.In an urban Texas school district, teachers and administrators were concerned about students’ achievement and the teachers’ knowledge and implementation of Response to Intervention (RTI) Tier 2 interventions with fidelity. This study addressed teachers’ perceptions of the reliability of the application of Tier 2 interventions at the study site, its influence on student achievement, and the appropriateness of current professional development at the targeted campus. The constructivist concept of how people learn and the implementation theory of scaffolding instruction, meaningful experiences, and active learning provided the framework for this study. The educators provided perspectives of how the quality and frequency of the implementation impact the fidelity of Tier 2 interventions. A total of 15 teachers from Grades 3, 4, and 5, the RTI Coordinator, and administrators at the target campus who each met the criteria of more than 2 years of experience working with the RTI process, RTI training, and progress monitoring were included as participants. Data were gathered from the RTI School Readiness Survey, individual interviews, State of Texas Assessment of Academic Readiness for math and reading, and the state required campus and district improvement plans. The data were examined using comparative analyses, inductive generalizations, and analytical coding. The results indicated a need for sustained training to improve teacher knowledge of RTI implementation strategies and students’ academic performance on grade-level content. This study will promote social change by providing teachers and administrators at the study site information on the RTI process and on the intensive professional development training needed to support student academic success. Response to Intervention Teachers’ Perspective of Tier 2 Intervention Fidelity by Doretha Meissner MA, Tarleton University, 2009 BS, Excelsior College, Albany, New York, 1997 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Administration Leadership for Teaching and Learning Walden University December 2016 Dedication I dedicate this doctoral study project to my Lord and Savior, Jesus Christ. Lord, you make all things possible in my life. This doctoral project study is also dedicated to my loving and patient husband, Truman. Thank you for providing guidance, direction, and love throughout this journey. This study is also dedicated to my supportive and understanding granddaughter; Shamira Thank you for allowing me the quiet time to dedicate to this study. Acknowledgments Thank you to my parents, Willie and JoAnn White, for loving me and encouraging me to strive for excellence in every aspect of my life. To my children, you are the wind beneath my wings. It is extremely important that I acknowledge and thank members of the Walden University faculty and staff. Thank you to my committee chair, Dr. Hallums and Dr. Walker; You both are dedicated professionals who are experts in your practice. Thank you for being supportive throughout this entire process. Thank you for the hours and hours you reviewed my study to make sure my writing was aligned to Walden’s standards of excellence. This journey was challenging, but your candor, direction, and patience allowed me to reflect, review, and move forward. To my cohort members, Cathy, Nicole, Gwen, Thomasine, and Kelly, we worked through each section in chunks, and now we can enjoy the rewards. Lastly, I would like to thank my local school district for supporting me and affording me an opportunity to collect data. In addition, to the 3 – 5 grade teachers who volunteered to share their point of views and experiences within this study— thank you.