Implementation of Response to Intervention: A Case Study in a Texas Education Agency Designated Other Central City Suburban School District
Abstract
Response to Intervention (RtI) is a critical component in the instructional continuum in
KG-12 public education due to legislation requiring schools to provide struggling learners with
instructional interventions designed to remediate achievement deficits. The purpose of this study
was to identify the perceptions of elementary and secondary teachers and counselors of the
implementation of a multi-tiered problem-solving RtI model in a Texas school district. This
study was a phenomenological case study, conducted as a replication study of previous research
completed in 2010. Survey questions and open-ended responses were collected and analyzed to
determine the perceptions of elementary and secondary teachers’ and counselors’ perceptions of
RtI implementation in a district with a minimum of five years implementation. A comparison of
the two districts revealed variance in district structures and implementation attributed to the size
of district enrollment. Recommendations were discussed regarding the implementation of RtI
and the interaction between Texas Dyslexia, Section 504, and special education identification
and evaluation processes.
Subject
Response to Interventionreplication study
elementary teachers' perceptions
secondary teachers' perceptions
counselors' perceptions
multi-tiered problem solving model
Citation
Morgan, Elyse Lenore (2018). Implementation of Response to Intervention: A Case Study in a Texas Education Agency Designated Other Central City Suburban School District. Doctoral dissertation, Texas A & M University. Available electronically from https : / /hdl .handle .net /1969 .1 /173916.