SACRED HEART UNIVERSITY

Farrington College of Education

School Readiness for Implementing Response to Intervention in a

PreK-8 Urban Catholic School.

DANIEL FERREIRA

EXECUTIVE SUMMARY

The purpose of this action research inquiry project at All Saints Catholic School in Norwalk CT was to assess faculty readiness to implement a Response to Intervention program. Through pre and post surveys the author examined the teacher’s responses to gauge their attitudes, perceptions, and previous experience with the RtI model. Data from an interview with the administration also illustrated anticipated challenges, expectations, and benefits when applying a new model with limited resources and funds. The study shows important components that administrators need to consider prior to making new changes to school policy and procedure.

Participants in this project were the population of the entire faculty at All Saints. The participants consisted of 27 fulltime certified educators that teach Pre-K through 8th grade. The participants also included auxiliary certified staff that teaches music, art, and gym.

Research questions focused on whether a school and its faculty could successfully implement an RtI program given the lack of district level support and resources. The author studied if RtI was still a viable option for the school even though faculty and staff were unfamiliar with this system and the school lacked resources to hire additional staff to lead pullout intervention sessions during the school year. Will professional development has an influence on teacher buy-in and faculty readiness to implement RtI?

For the procedures, there were several phases in the project that were enacted. Phase1. The faculty members participate in a baseline survey asking them to read a series of statements then were asked to select if either they strongly agreed, agreed, disagree, or strongly disagreed. The survey included an open-ended question whereby the faculty was asked to write and thoughts, concerns, or challenges to RtI implementation.

Phase 2. The principal of the school was also interviewed to gain the administration’s perception on RtI implementation and to see what benefits and or challenges the new program would bring.

Phase 3. Next, the faculty participated in two professional development session pertaining to the RtI model and using these strategies in their instruction, assessment and evaluation practices. They were allowed two weeks to begin incorporating RtI strategies in their classrooms and to collaborate

with fellow teachers. The participants were then given the survey again to see if positive responses increased and confidence in using RtI practices grew.

Data for analyses were calculated by using SURVEYMONKEY website to build and disseminate pre and post surveys. Answers were then compared to see if responses that exhibited confidence and positive perceptions increased. Themes from the responses were developed and placed into thematic categories.

The results for the school produced the following highlights:

Responses displayed a concern among faculty regarding whether proper training and support would be provided by the administration during implementation. 48% believed that having continuous training in RtI teaching strategies would contribute to successful implementation.

Supplying effective PD prior to faculty resulted in positive responses in the post survey. Items measuring faculty climate towards RtI increased 35%. Responses in the post survey also increase in using RtI teaching strategies. Progress monitoring went from 70%-92% usage while Data Driven Instruction rose from 44% to 77%. Small flexible/group learning went from 67% to 85% and Formative Assessment went from 56% to 77%.

Teacher buy-in is a significant component when attempting to implement a new model to the school. Without giving educators a change to engage in the new model, reluctance to change will increase. Initially in the first survey only 78% of faculty agreed or strongly agreed with the statement The climate in school regarding RTI is positive, however those responses increased significantly to a combined 100% in the second survey.

Preliminary PD sessions on new models need to focus on pertinent information in which faculty members will be dealing with most. Too much information given to soon could confuse faculty as to what their new roles and responsibilities are.

Faculty’s attitude towards taking initiative to learn more about RtI practices on their own, increased. 19% of the faculty either agreed or strongly agreed with the statement: I would like to learn more about RtI strategies. Agreement rose to 96% in post PD survey.

Fidelity needs to be addressed to ensure successful implementation.

There are some practical applications of this study. For example gauging the readiness of a faculty towards a new model will help the implementation process be more effective. Concerns among faculty can be identified and addressed during the process so that PD sessions can focus materials that help faculty the most.

Future avenues of inquiry on this topic should examine parental and student feedback and perceptions. Procedures on how to present to students and parents their inclusion into the program and layout their added responsibilities.