Alicia Kirby

Date of Award

2006

Degree Name

School Psychology

College

Graduate School of Education and Professional Development

Type of Degree

Ed.S.

Document Type

Thesis

First Advisor

Fred Jay Krieg

Second Advisor

Stephen L. O’Keefe

Third Advisor

Sandra Stroebel

Abstract

The purpose of this study was to predict whether the staff attitude about the Response to Intervention (RtI) Project in the areas of reading achievement, student potential, the time it takes to implement the RtI Project, and parent involvement have improved from the survey in December of 2005 to the survey in March of 2006. Winfield Elementary began the project with very little funding and professional development training on Response to Intervention (RtI). The prediction for change in attitude is a result of additional funding and RtI professional development training.

A total of 399 initial and final surveys from the participating pilot schools in the WVRtI Project were used in the study. Results indicated that a trip to a model RtI school and a persuasive presentation, and adding cadre teachers had a significant effect on attitude in the school which got the intervention; however, there were no differences within the treatment school between individuals who participated in the professional development interventions and those who did not. Therefore, the additional cadre of teachers apparently effected the change in attitude more than the professional development intervention.

Subject(s)

Teachers - Attitudes.

Educational evaluation.

Change (Psychology)

Attitude change.

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