Identifying Key Factors in Implementing and Sustaining Response to Intervention: A Study of Teachers Perceptions of Response to Intervention

Byrd, Brenton D.

Identifying Key Factors in Implementing and Sustaining Response to Intervention: A Study of Teachers Perceptions of Response to Intervention

Público Deposited

Response to Intervention (RtI) is a model used to help students who are at-risk of not making the progress necessary to understand and keep up with their grade level work. The RtI model focuses on finding high quality research based curriculum and pairing it with classroom instruction provided by a highly qualified teacher. RtI is designed with a tiered model of intervention with the first tier being the high quality instruction that every student receives in the classroom, then the second tier which can be done by the teacher or an interventionist is a more focused instruction based on the needs of the students, the third tier is a more intense instruction based on student data. The purpose of this study is to determine teacher perception of RtI, professional development for RtI, available resources, and fidelity of implementation. The sample population consisted of teachers in the Central Ozarks Conference in southwestern Missouri. Teachers were in agreement with the success of RtI in meeting students’ academic needs. They were also in agreement the professional development provided was effective, the resources they needed were available, and RtI was implemented with fidelity. However, there were some statistically significant differences between the various demographic categories. Future study is recommended for Response to Intervention in the middle school. Researching the lack of time available for new models or programs would also be a valuable study for schools. While this study focused on teacher perceptions, it would also be beneficial to study student-learning outcomes within RtI.

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