This Is AuburnElectronic Theses and Dissertations

Examining Educator Perceptions of a Response to Intervention Initiative: Facilitating Factors, Barriers and Benefits




Maples, Nancy

Type of Degree



Education Foundation, Leadership, and Technology


This study investigated a school district's implementation of a state mandated, Tier III, Response to Instruction (RtI) Program during its fifth year of implementation. This study examined administrators' and teachers' perspectives of the facilitating factors and barriers that influenced the success of the program and benefits which resulted from its implementation. A qualitative research approach was implemented as the method of inquiry for this study. Purposeful sampling was used to provide an in depth knowledge of the Tier III intervention process and program. Data sources included a review of documents and interviews of Tier III participants. Findings included six elements as facilitating factors to the overall success of the Tier III intervention program. These factors include a) teacher and administrator understanding and implementation of their role, b) implementation of a Problem Solving Team, c) collaboration, d) data analysis, e) professional development, and f) resources. Time constraints, scheduling, limited personnel and resource materials were identified as barriers to the success of the Tier III interventions. Benefits for teachers and students were identified as being interrelated to each other. Benefits for teachers included collaboration and enhanced instructional strategies. Improved opportunities for learning, attitudes toward learning and early identification were included as benefits for students. Building relationships was identified as a benefit for both teachers and students. Previous research suggested that the RtI model of intervention promotes student achievement for struggling students. However there is little research that focuses on the implementation process and the changes that occur over time as perceived by the administrators and teachers who are most closely involved in the intervention process. This study filled a gap in the literature and presents new information that should be of value to practitioners and researchers interested in strategies and processes focused upon fostering school change to enhance student learning, fostering teacher collaboration, and implementing RtI.