Administrator perceptions of RTI: Implementation, oversight, and involvement

Response to Intervention is a framework that implements best instructional practices to facilitate learning for all students. The basis of support for implementation for the RtI model must derive first from the district and building administrators. "When the district embraces and promotes the use to [of] RtI as the primary method for determining the instructional [needs of students]... implementation proceeds more smoothly and is more likely to be successful" (Batsche, n.d., para 1). Batsche (n.d.) goes on to say that it is difficult for site administration to support the implementation initiative if the support is not absolute at the district level. This study focuses on administrators' perception, oversight, and involvement within the RtI framework developed by Mesmer and Mesmer (2008), which incorporates both assessments and interventions that will immediately benefit students. Additionally, assessments are used to determine which intervention to use and progress monitoring determines the effectiveness of the interventions tried. If, after a substantial amount of time utilizing specific targeted interventions fail, the RtI team meets to discuss the option of referring the student for special education assessment. If all team members decide that they have exhausted all possible interventions and there continues to be little to no growth, then the student is referred for special education assessment. The study examined school site administrators' perceptions of RtI, how much oversight administrators provide for teachers, and how involved administrators are within the RtI process by using a mixed method of surveys, one-on-one interviews, and a document review to collect information from school site administrators. Findings from this study indicate that there is an overall disconnect in the following areas: district and school sites; Tier I instruction; RtI team structures and student referrals; and administrators' role in the RtI process. Results from this study indicated that there is a lack of systematic structures in place within the school district, which affects the [implementation, oversight, process and procedures at the school sites.