Congratulations to Jacqueline D. Green who on April 10, 2024, confidently and successfully defended her dissertation proposal. The title of Jacqueline’s dissertation is CASE STUDY OF MONITORING IMPLEMENTATION FIDELITY OF ELEMENTARY TIER-TWO READING INTERVENTIONS.

This case study aims to discover how various school building administrators in one school district monitor the implementation fidelity of tier two reading interventions and strategies in third through sixth grades for improved student outcomes. The Multi-Tiered Systems of Supports (MTSS) and Response to Intervention (RTI), is used for improved student outcomes for students performing below grade level. Consequently, general education teachers are required to be reading interventionists. It is vital teachers utilize researched-based reading interventions or strategies and implement them with fidelity. Therefore, building administrators must regularly monitor teachers’ implementation fidelity (IF) of reading interventions to ensure valid and reliable student outcome results. Through interviews and analysis of documents, this explanatory case study will examine the data collection method and routines of principals in one urban school district in lower Westchester County, New York of how they monitor the IF of tier two reading interventions in grades third through sixth grades. This study will use the conceptual framework of the MTSS/RTI criteria for providing tier two interventions and the theory of efficacy as the lens used for interviews with school building administrators and the review of their artifacts to explore how they monitor teachers’ use of reading interventions and identify adherence to the tiered criteria of instruction for tier two reading intervention. The goals of this study are to ensure principals understand the major components implementation fidelity of interventions; understand how they assess the effectiveness of tier two reading interventions; and identify data collection method or system which is most associated with enhanced student outcomes.

Dissertation Committee Chair: 
Dr. Yiping Wan

Dissertation Committee Members:  
Dr. Matthew Tucker
Dr. Kallie Kemp