The traditional method of identifying students with disabilities has led to a new innovation being implemented at the school level. Response to Intervention (RTI) is an alternative approach that received federal approval with the passage of Individuals with Disabilities Educational Improvement Act (IDEIA) 2004. On July 1, 2010, RTI became the required process for determining identification of students with learning disabilities for all schools in the state of Florida. Implementation of this approach requires significant changes in how schools operate. Using a phenomenological study design, the purpose of this study was to gain an understanding of the experiences of elementary school principals implementing RTI in their schools. After gaining the individual viewpoints of 16 principals through an interview process, the data was analyzed using Fullan‟s nine critical factors affecting implementation of a change project. Results indicate that principals found RTI implementation to be a difficult, but worthwhile experience.

This study examined the practices of Title I elementary school principals in the state of Florida for the school year 2009 - 2010. Elementary school principals in six Florida school districts responded to a survey to determine the extent of implementation of instructional and organizational practices identified by research to improve instruction and learning. The practices (sub-constructs) examined were identified as curriculum, instruction, assessment, educational agenda (vision, mission, beliefs, goals), leadership for school improvement, community building, and culture of continuous improvement. The results of this study indicated that participating Florida Title I principals believed that they were implementing effective instructional and organizational practices in their schools. Despite this belief, all but two of the schools represented in the results failed to make adequate yearly progress (AYP) for school year 2009-2010. The analysis of the responses indicated a negative, but not statistically significant, correlation between self-reported scores and AYP percentage points earned. These results warrant further study to determine if the reported indicators can be verified by observation or other personnel. Within the limits of this study, the negative correlation suggested that school principals should examine their practices related to instructional and organizational effectiveness for fidelity and stakeholder buy-in. Principals must not only believe that these practices are evident, they must verify them through constant monitoring and quantitative measures.

Performance measures have been used throughout the business sector as a means to assess productivity, allocate resources, and increase profitability. More recently, they have been utilized to answer increasing calls for accountability in public education. Legislation has been passed in both the United Kingdom and the United States that implements performance measures as a means to measure student achievement and assess school performance. This study, conducted both in the United States and the United Kingdom, examined the perceptions of 15 primary and 15 elementary school leaders with regard to the transnational issue of school performance measures. Q methodology was used to examine the opinions and perceptions of these leaders for the purpose of providing insight for stakeholders and identifying future areas of research. The data from the participants revealed patterns of opinion within the head teacher group, the principal group, and the participants as a whole. Common opinions included the balanced use of performance measures, the political nature of school performance measures, the appropriate use of standardized test scores, and the consideration of economic and social factors. This study also demonstrated the use of Q methodology in qualitative educational research by both obtaining and analyzing rich and insightful participant data.