Date of Award
5-2018
Culminating Project Type
Dissertation
Degree Name
Educational Administration and Leadership, K-12: Ed.D.
Department
Educational Administration and Higher Education
College
School of Education
First Advisor
Kay Worner
Second Advisor
Roger Worner
Third Advisor
Plamen Miltenoff
Fourth Advisor
John Eller
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Response to Intervention, Multi-Tiered System of Support, Implementation
Abstract
The study examined implementation of a Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) framework in a one school district in Minnesota in November and December 2017. The purpose of the study was to examine how policies, procedures, and implementation strategies created the conditions that resulted in implementation of an MTSS and replacement of the IQ-achievement discrepancy with an RTI measure in a comprehensive special education evaluation for specific learning disability (SLD).
Findings revealed the importance of establishing an RTI/MTSS framework at the school district level and the use of implementation science to build a coordinated and aligned system across all schools. In addition, clear guidelines and a high level of procedural specificity can help ensure fidelity in the delivery of interventions, the integrity of the problem-solving process, and the application of valid and reliable decision rules.
Professional development designed to address the conceptual, procedural, and technical aspects of an RTI/MTSS framework will enhance both teacher buy-in and the skills and knowledge of those assigned to provide intervention and engage in the problem-solving process. School districts would be advised to leverage the expertise of school psychologists with this work. Finally, the role of school principals was revealed to be critical. School building leaders need to be knowledgeable about the RTI/MTSS framework, and actively engaged in day-to-day implementation, leveraging both technical and adaptive leadership skills as needed.
Recommended Citation
Duffy, Jean, "Implementation of Response to Intervention (RTI) and a Multi-Tiered System of Support (MTSS): A Case Study Examination of One School District in Minnesota" (2018). Culminating Projects in Education Administration and Leadership. 40.
https://repository.stcloudstate.edu/edad_etds/40
