Graduate Student Dissertations, Theses, Capstones, and Portfolios
Date of Award
4-2026
Document Type
Dissertation
Granting Institution
Lynn University
Degree Name
Doctor of Education (Ed.D.)
Degree Program
Educational Leadership
Department
College of Education
First Advisor
Dr. Jennifer J. Lesh
Second Advisor
Dr. Brittany E. Kiser
Third Advisor
Dr. Joseph Melita
Abstract
The purpose of this explanatory mixed-methods study was to examine the beliefs, perceptions, and self-reported skills of elementary school Problem Solving Team members regarding the implementation of Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS) in a large urban school district in the Southeastern United States. The study explored the extent to which educators had reached consensus around the essential components of these frameworks and whether they perceived themselves as prepared to implement data- based problem-solving practices that support academic and behavioral intervention systems. The research was guided by four questions addressing beliefs about the effectiveness of RTI and MTSS, perceived skills, perceived barriers and facilitators, and differences between Title I and non–Title I school settings.
Phase I of the study consisted of a quantitative survey completed by forty elementary educators representing a range of instructional and support positions. Participants responded to items measuring RTI and MTSS beliefs, skill proficiency, and implementation practices. The results indicated strong agreement with foundational RTI and MTSS principles, including early intervention, shared responsibility for student learning, and the importance of systematic data- based decision-making. Respondents reported moderate to high confidence in most RTI and MTSS skills, but consistently identified analyzing progress monitoring graphs as an area of lower proficiency. Comparisons between Title I and non–Title I participants showed general similarity in beliefs but slight differences in confidence levels related to technical skill areas.
Phase II consisted of focus group interviews with educators who expanded upon the survey findings by describing their experiences with RTI and MTSS implementation. Participants expressed that RTI and MTSS are valuable and promote equitable student support. However, substantial documentation demands, limited intervention time, staffing shortages, and multiple non-integrated data platforms often hinder implementation. Educators also noted variability in parent engagement and emphasized the need for practical, job-embedded professional development focused on applied data interpretation skills.
The combined findings suggest that while educators endorse the purposes of RTI and MTSS and understand their core components, systemic and structural barriers continue to limit consistent, high-fidelity implementation across schools.
Recommended Citation
Cost, T. (2026). Elementary School Problem Solving Team Members' Beliefs and Perceptions for RTI Implementation [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/453
Comments
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