Psychometric Validation Of Buy-In Measures From The PS/Rti Evaluation Tool

Although it is widely accepted that evidence-based problem-solving models such as Multi-tiered Systems of Support (MTSS) are effective frameworks for meeting student and school-wide needs, MTSS has yet to be adopted nationwide. This incomplete implementation might stem from educators not “buying in” to MTSS. This study utilized confirmatory factor analysis to contribute to the validation of one of the few existing buy-in measures, the Florida Problem Solving/Response to Intervention Evaluation Tool (Castillo et al., 2010). The current study examined the validity of the models proposed by Castillo et al. (2010) through a sample of 156 public school educators from a rural school system that has adopted an MTSS framework. The results indicated that the original factor models were a poor fit with the present data. Subsequent exploratory factor analyses indicated the data do not fit well into one to eight factor models, but the best fitting models are discussed. Because of limited extant research regarding buy-in in relation to MTSS implementation, recommendations attempting to clarify the factors that encompass buy-in (i.e., perceived skill at and beliefs related to MTSS) are presented.