The Fidelity of Implementation of the Response to Intervention (RTI) Process in Missouri Public Schools

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326

Fidelity; Program Implementation; Response to Intervention; Public Schools; Principals; Barriers; Administrator Surveys; Data Collection; Summative Evaluation; Formative Evaluation; Family Involvement; Community Involvement; Problem Solving; Decision Making; Meetings; Evidence Based Practice; Identification; Progress Monitoring; Mathematics Education; Reading Instruction; Professional Development

978-1-303-97108-2

The purpose of this problem-based study was to gather data which analyzed the degree of fidelity of implementation of Response to Intervention as reported by building principals in the State of Missouri. The project began when team members, providing professional development for the Response to Intervention process, came to the conclusion there were adverse factors influencing the successful implementation of the model. A review of literature and expert opinion revealed the problem centered on defining essential components of the process and the fidelity by which these components were administered and monitored. Through a compilation of information from the fifty United States Departments of Education and a review of the literature, team members determined 15 essential components of the Response to Intervention process and their fidelity measures. An anonymous self-reported survey was sent to building principals in the State of Missouri which asked them to rate their building according to fidelity measures of each component. The team was able to collect both qualitative and quantitative data to determine what components of the RtI process were being implemented in 161 Missouri Buildings, and the degree of fidelity with which these components were being monitored. Results of this project indicated fidelity of implementation of the fifteen components of the Response to Intervention process in the responding 161 school buildings implementing RtI ranged from 7 to 49 out of a possible 53 points on a team-developed scoring guide. School building leaders rated seven out of thirteen measures of the fidelity component below the 50% level, resulting in an overall low fidelity rating of 1, as determined by a mean score on the project scoring guide. Standard-based Summative Assessment, Common Formative Assessment, and Family and Community Involvement received a 1, along with Fidelity. Universal Screening in Reading and Standard Protocol/Problem Solving both received the highest fidelity rating of a 3. It was recommended buildings incorporate data-based decision making into collaborative meetings; participate in evidence-based practices; universal screen and progress monitor in mathematics as well as reading; provide evaluated data-driven, on-going professional development; and establish fidelity measures for monitoring of the Response to Intervention model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As Provided

2017

ED575174