Date of Conferral



Doctor of Education (Ed.D.)




Dr. Michael Vinella


There is a problem with fidelity of implementation (FOI) of the Response to Intervention (RTI) framework in an elementary school in the southeastern United States. Both teachers and administrators have observed inconsistent implementation of RTI and teachers' reported lack of motivation to implement RTI as designed. The purpose of this qualitative case study was to gather teacher and administrator perceptions of the FOI of RTI model using interviews, surveys, and review of archived documents. The implementation of science framework formed the conceptual foundation of this qualitative project study. The research question focused on the FOI of the RTI model as it related to effective interventions, implementation methods, enabling contexts, and intended outcomes. The purposeful sample included 9 participants using the selection criteria for educators who were employed as Kindergarten to 3rd grade elementary teachers or as administrative/support staff and actively participated in the process and procedures of the implementation of the RTI model at the target site. Data were coded and analyzed using inductive analyses. Findings included common themes related to the need for professional development (PD) on interventions, progress monitoring, expectations, differentiation, and the value of RTI. Based on the findings, a project was constructed to include collaborative learning within ongoing PD sessions and development of professional learning communities (PLCs) to refine implementation of RTI. The findings from this study may lead to positive social change by allowing educators to implement RTI with a greater fidelity to accommodate the needs of diverse learners.