RTI Implementation: Identifying the Barriers and Best Practices

Although the Individuals with Disabilities Improvement Act (IDEIA) was re-authorized in 2004 and permitted the use of RTI as part of the eligibility process, few states and districts have begun to implement it appropriately, let alone assess and ameliorate RTI processes effectively. RTI is basically a problem-solving process. As students move higher up the tiers, instruction and behavioral management techniques are tailored to suit their needs. The effective educator seeks appropriate instruction for all students. Effective RTI practices could remediate at-risk students' difficulties, increase student scores on accountability tests, and improve identification of student with disabilities (SWD) Educators are responsible for ensuring that students are prepared for their lives within society. RTI could be one piece of the puzzle that helps students realize these goals. The purpose of this qualitative study is to examine educator's perceptions of the barriers to and best practices of the implementation of RTI in one urban Georgia school district.

Name thesis:degree_name

Doctor of Education in Education Administration (Ed.D.)

Level thesis:degree_level

Dissertation (open access)

Discipline thesis:degree_discipline

Department of Leadership, Technology, and Human Development

Year dc:date.available

2012

Author dc:creator

• Leaver, Kathleen Ann

Contributors dc:contributor

• Teri Melton
• Russell Mays
• Terry Diamanduros

• ETD
• At-risk
• Eligibility report
• Evidence/Research-based interventions
• Processing skills
• Pyramid of interventions
• Response to intervention
• Learning disabilities

Repository record dc:identifier

https://digitalcommons.georgiasouthern.edu/etd/399

OAI identifier oai:identifier

oai:digitalcommons.georgiasouthern.edu:etd-1399