Implementation of response to intervention: A case study in a suburban Texas school district

Purpose. The purpose of this phenomenological case study was to describe K-8 teachers' and counselors' perceptions of the implementation of the Response to Intervention (RtI) process in a suburban Texas school district which has implemented RtI strategies within a three-tiered problem-solving team (PST) framework for 2 years or more.;Method. This case study utilized a phenomenological qualitative approach to describe elementary and secondary teachers' and counselors' perceptions of the implementation of the RtI process through the use of a three-part survey and a follow-up open-ended questionnaire. Forty-four elementary teachers, 24 secondary teachers, and 12 elementary and secondary counselors voluntarily responded to the survey, Response-to-Intervention School Readiness Survey. Teachers and counselors were asked four open-ended questions on the survey about their perceived challenges and recommendations for improvement of RtI implementation. The 44 elementary and 24 secondary teachers were from eight elementary schools and two middle schools. The 12 counselors represented nine elementary schools and three middle schools in the same suburban Texas school district. After the survey data collection, a follow-up open-ended questionnaire was emailed to elementary and secondary campuses participating in the study, and 10 teachers and counselors responded to the questionnaire. The survey and the open-ended questionnaire were administered via district email.;Findings. On the survey instrument, participants substantially agreed to: (a) understanding the RtI model, (b) using teams to problem-solve, (c) selecting the right intervention, (d) monitoring student progress, and (e) graphing data visually. However, elementary teachers disagreed to their schools' following-up with interventions after implementation. Challenges revealed from elementary teachers' responses were: (a) maintaining the treatment fidelity of the interventions, (b) a lack of knowledge about the RtI process, (c) a lack of resources, (d) a lack of meeting time for the PST, (e) a need for personnel for paperwork, and (f) the RtI process was considered time consuming. Secondary teachers revealed a lack of knowledge about the RtI process as a challenge for RtI implementation. Elementary and secondary counselors revealed time for implementation and a lack of resources as a challenge. All elementary and secondary teachers and counselors noted a need for RtI training as a recurring recommendation for RtI implementation improvement.;KEY WORDS: Response to Intervention, Problem-solving Team, Teachers, and Counselors...