This study examines and reports teacher, counselor, and administrator perceptions of the Response to Intervention (RTI) process at the middle school level. There is limited research on RTI implementation at the middle school level. This study provides data that can be used to help guide planning and implementation of RTI methods at the middle school level. A qualitative lens goes beyond numbers by drawing to the surface the voice of stakeholders driving the system. To gather stakeholder perceptions and feelings of RTI processes, a qualitative case study was utilized and implemented through questionnaires, interviews, and focus groups. Data were compiled, coded, compared and then validated through triangulation methods yielding actionable information to reach conclusions. Three themes that emerged from the study are obscure purpose, improved teacher-student relationships, and return on investment. The purpose of RTI is to support struggling students by developing skills or knowledge through a systemic process of tiered interventional support. Participants’ mixed reports regarding the purpose of RTI brought to light obscured intentions of RTI perceived by stakeholders. Participant reports noted RTI methods led to improved teacher-student relationships. Participants shared mixed results on the effectiveness of the RTI method, yet recognized value and need at the middle school level for the RTI process regardless of the return on investment. These results encapsulate stakeholder perceptions and provide key information related to the impact RTI processes have on a middle school. The study adds to the limited body of research by providing rich information directly derived from those implementing RTI processes. This insight provides organizational leaders a better understanding of system implementation for process development. Areas of future study related to this research are the methodology of organizational systems and monitoring the effect system changes prompted by stakeholders have on collective efficacy.
|Commitee:||Kealen, Adam, Tottier, Renee|
|School:||Missouri Baptist University|
|School Location:||United States -- Missouri|
|Source:||DAI-A 82/6(E), Dissertation Abstracts International|
|Subjects:||Middle School education, Educational administration, Education Policy|
|Keywords:||Hattie, Middle school, Response to Intervention, RTI, Teaming|
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