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The use of Response to Intervention, more commonly referred to as RTI has become more prevalent as school systems look to find ways of bridging the opportunity gap and provide support those students who are not successful in their attempts to access the general education curriculum. More research is needed in order to have a better understanding of not only how schools implement RTI, but also how they utilize data, monitor student progress and help to ensure fidelity of implementation. The purpose of this study was to examine and explain how one elementary school with a high quality RTI program implemented Response to Intervention while keeping all three essential components in consideration. The findings demonstrate that the subject elementary school combined several elements of Response to Intervention and in turn, created their own version of a hybrid RTI model that utilized components from both the standard protocol model and the problem-solving model. In order to monitor student progress, universal screeners were utilized several times throughout the year for both reading and math. Reading was also monitored through running records, PALS Quick Checks, Orton Gillingham assessments, and exit tickets, whereas Math utilized formative assessments, anecdotal notes, and exit tickets to track student progress. Each math and reading CLT met weekly to engage in dialogue around student data. An important finding is that the subject elementary school made RTI implementation decisions around what was best for their students, which allowed for a more flexible and adaptable approach. The system utilized targeted individual student needs and helped to ensure that ALL students had access to the necessary supports that would help to ensure student success. / Doctor of Education / As schools continue to face increasing demands, including how to meet the needs of students with diverse academic backgrounds, they have been charged with exploring new ways and methods of ensuring that students are successful in their attempts to access the general education curriculum. Response to Intervention, more commonly referred to as RTI, has become more widely used in school systems as they continue to work to ensure student success for all. RTI is seen as a tool to help accurately identify students who have a learning disability (Ciolfi and Ryan, 2011), however more research is needed in order to have a better understanding of how schools implement RTI, as well as how they utilize the data collected and monitor student progress. This qualitative case study analyzes how one subject elementary school implemented RTI, how they utilized data, as well as how they monitored the progress of their students.

The primary focus of RtI has been at the elementary school level. However, over the past few years there has been a shift, and RtI has been expanding to secondary schools. Through this expansion, it is unclear if RtI has been effectively implemented at the secondary level. The ultimate goal for any school implementing change is institutionalization or sustainability. Therefore, this qualitative case study examined the institutionalization or sustainability of RtI systems in one high school. This study was designed to deepen the understanding of secondary RtI and to add to the literature on RtI at the secondary level. The purpose was to understand how one secondary school addressed the complexity and uniqueness of the secondary environment while sustaining RtI practices. The participants in this study shared several research-based practices that they believed assisted struggling students to become academically successful. The findings regarding RtI practices and implementation were supported by researchers whose works were analyzed in the literature review. The study concluded that understanding the phases of change, the three major forces which influenced change and a clear, well thought out plan are vital components to success.

The current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help “close the gap” and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers’ perceptions and understanding of the RtI process for English learners. Eight elementary general education teachers participated in two interview sessions each to address what general education teachers know about the RtI process for English learners, how teachers report their interpretation of policies and procedures with respect to instruction and assessment of English learners, how teachers feel about their understanding of RtI, and how teachers feel about their understanding of instruction and assessment for English learners. Teacher participants shared their knowledge of the importance of progress monitoring and data collection during the RtI process. Participants reported that progress monitoring and data collection were used to inform instructional decisions for English learners. Participants also provided insight into a shift in teacher accountability related to data collection and progress monitoring. Teacher participants addressed elements of the RtI process: three tiers of RtI, evidence-based interventions, data and data collection, and progress monitoring. Based on teacher responses, teachers monitor student progress, but find some elements of progress monitoring unclear. Participants expressed concern about measuring student progress and the means used to demonstrate growth and to compare struggling students to the performance of peers in the same grade level. The RtI framework includes targeted interventions for struggling students, and participants perceive that RtI helps to identify students with disabilities earlier. Participants reported benefits and drawbacks related to RtI. The participants specifically focused on the collaborative problem solving team as a beneficial support system for teachers navigating the RtI process. Teachers reported perceptions on language acquisition and learning disabilities, adjustment time for English learners, assessments for English learners, parental involvement and experiences, instruction for English learners, and professional development and support for the instruction of English learners. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection