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.