University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 8-5-2016 An Evaluation of the Implementation Process of a Response to Intervention (RTI) Model among Grade Three Students and their Study of One Topic of Mathematics in an Elementary School Leola Lawrence University of Missouri-St. Louis, [email protected] Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Education Commons Recommended Citation Lawrence, Leola, "An Evaluation of the Implementation Process of a Response to Intervention (RTI) Model among Grade Three Students and their Study of One Topic of Mathematics in an Elementary School" (2016). Dissertations. 73. https://irl.umsl.edu/dissertation/73 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. An Evaluation of the Implementation Process of a Response to Intervention (RTI) Model among Grade Three Students and their Study of One Topic of Mathematics in an Elementary School Leola Lawrence B.S., Prairie View A & M University, 1983 M.Ed., Texas Southern University, 1995 A Dissertation Submitted to The Graduate School at the University of Missouri-St Louis in partial fulfillment of the requirements for the Degree of Doctor of Education with an emphasis in Teaching Learning Processes August, 2016 Advisory Committee Gayle Wilkinson, Chair Amber Candela Cody Ding Nevels Nevels i Lawrence, Leola, UMSL, p. ii Abstract Implementing a Response to Intervention (RTI) system in a third grade mathematics classroom includes several variables, among them the process utilized to identify students who may benefit from RTI, the professionals involved with implementation, and differentiated practices particular to RTI at Tier 2 or 3. The purpose of this study was to evaluate the implementation process of the Response to Intervention (RTI) system on a group of third grade students in an elementary school during their study of one mathematics topic. The study evaluated how the RTI practices of the responsible parties, (i.e., the teacher, district instructional facilitator, and campus interventionist) are congruent with the district’s RTI system. This study utilized a concurrent mixed method research design. The research project followed a qualitative research model, which made use of a pre- and post-test that are included among the district’s adopted mathematics curriculum materials, a semi-structured interview with each the teacher, campus interventionist, and district instructional facilitator about their preparedness, attitudes, perceptions, and practices regarding the RTI system and implementation process. Analysis of the data yielded three emergent themes: consistent alignment of RTI implementation practice and district guidelines; the challenge to implement RTI within constraints of daily schedule; and, nature of differentiated interventions by Tier. Key words: Response to Intervention (RTI), third grade, mathematics. Lawrence, Leola, UMSL, p. iii Dedication I dedicate my dissertation work to my mother who sacrificed so much for me. A special feeling of gratitude go to my husband, Stanton Lawrence whose words of encouragement and push for tenacity ring in my ears. A heartfelt thanks to my children Lauren and Warren who have never left my side and are very special to me and to the memory of my brother, Earl Lester Simon who taught me so much about life. Lawrence, Leola, UMSL, p. iv Acknowledgements When I started my career as a graduate student, I said to myself “Finish What You Start,” which is a statement I often say to my eleven year old son. Looking back on those days that I was struggling to pursue my educational goal, finishing what I started was full of difficulties. It was a long and hard race requiring perseverance and tenacity as a learner. It was a long journey which, after climbing mountain after mountain, exhausted me physically and emotionally. However, having passed through all those trying times, finally, I am presenting this volume as the fruits of my endeavor. At this memorable moment in my life, I have to confess that I could not have accomplished this endeavor without the help of numerous people around me. Dr. Gayle Wilkinson, my advisor and chair for the doctoral dissertation committee, and members of the doctoral committee, Dr. Cody Ding, Dr. Amber Candela, and Dr. Nevels Nevels shared with me their scholarly knowledge and spared no effort in helping me by giving suggestions and advice for completing my doctoral degree. The principal, classroom teachers, and students in the school, who participated in this study made possible my dissertation research project. Dr. Helene Sherman and Dr. Lynn Beckwith were always supportive listeners for my intellectual inquires and discussions. Dr. Sharonica Hardin and Lisa Thompson of the local school district, along with so many people that I cannot list all of them as I would need page after page for their names, all helped to provide a friendly home environment in St. Louis with their variety of special concerns, specially my being away from my family in Texas. Phyllis Anthony looked after me like her own child and sacrificed restful evenings to proofread my dissertation and email it back and forth to me. My husband, daughter, and son have been very Lawrence, Leola, UMSL, p. v supportive with their endless love while waiting patiently for the completion of my degree. I would like to express my deepest gratitude from the bottom of my heart to all the above people who made my educational goal come true. Finally I want to express that I have experienced God’s timely provisions for my necessities and His unconditional love for my impatience from the moment that I started until this moment. I realize that “Finish what you start” was my share which I had to carry out with His guidance and grace. I am profoundly grateful, and will endeavor to honor the university and its faculty, my family, friends and God, as I use this knowledge, which I have been permitted to acquire to help others to learn and teach. Lawrence, Leola, UMSL, p. vi Table of Contents Chapter 1 Introduction .......................................................................................................... 1 Purpose of the Study.......................................................................................................................... 6 Research Questions ........................................................................................................................... 7 Research Design .................................................................................................................................. 7 Problem Statement ............................................................................................................................ 8 Significance of the Study .................................................................................................................. 9 Definition of Terms ............................................................................................................................ 9 Summary ................................................................................................................................... 11 Chapter 2 Literature Review ............................................................................................ 12 Evolution of Equity in Education ................................................................................................ 12 The Expanding Role of Serving Children with Special Needs .......................................... 13 Refining the Understanding of Equity ...................................................................................... 16 Genesis of RTI ................................................................................................................................... 17 What Is RTI?....................................................................................................................................... 19 Essential Components of RTI ....................................................................................................... 22 RTI as a Multi-Level System ......................................................................................................... 27 Implementing an RTI System ...................................................................................................... 34 Professional Development ........................................................................................................... 37 Mathematics Assessment and Intervention ........................................................................... 38 The Theoretical Perspective for RTI ........................................................................................ 40 Summary ................................................................................................................................... 43 Chapter 3: Methodology ..................................................................................................... 44 Lawrence, Leola, UMSL, p. vii Research Questions ........................................................................................................................ 44 Research Design ............................................................................................................................... 44 Participants