Washington School Psychologists’ Stages of Concern with RTI Implementation.

This presentation will thoroughly present the literature surrounding the Concerns Based Adoption Model (CBAM), and its application to the study of school psychologists concerns with the implementation of response to intervention (RTI). The Concerns Based Adoption Model consists of seven stages known as the Stages of Concern. Although CBAM is typically used to assess teacher concerns; this study takes a different approach and applies this model to concerns of school psychologists related to the implementation of RTI. These seven stages provide an approach to observing the process of implementing educational change, such as RTI. RTI involves a multi-tiered system of instruction and methods that are used before proceeding to complete an evaluation of special education. It includes early intervention delivered as part of general education to assist students in remediating academic and behavioral deficits. Due to this multifaceted and time-consuming process, previous research has found that many school psychologists have concerns including, collaboration with other educators, concerns of overall implementation, and consequences of implementation. As more school districts are shifting to RTI, it is important to acknowledge the change and related concerns. The Concerns Based Adoption Model is an appropriate model for assessing these concerns. Kaplan (2011) conducted a similar study with school psychologists in Massachusetts and found that the majority of school districts were implementing RTI and that there were high levels of concern with the rewards and effects of RTI. In order to measure Washington State school psychologists’ concerns with RTI, CBAM will be used