This study explored how the process of Response to Intervention (RTI) has changed the roles of three veteran special educators. The background knowledge of these teachers that helped make the initiative successful, as well as the \"building blocks\" that were present in the initial implementation of RTI models in their settings, were described. The essential components that contributed to successful RTI processes in K-12 settings were described by the participants. In addition, the successes, challenges, and recommendations of these veteran special educators for the future of RTI implementation were explored. The experiences of three veteran special education teachers who participated in successful RTI models, as well as current literature on best practice in Response to Intervention, were described. Recommendations for teacher preparation programs, schools, and future research were presented.
Keywords: collaboration, curriculum-based measurement, fidelity, problem solving, progress monitoring, Response to Intervention (RTI), scientifically-based interventions, tiers of support, universal screening
","abstract_html":"<p>This study explored how the process of Response to Intervention (RTI) has changed the roles of three veteran special educators. The background knowledge of these teachers that helped make the initiative successful, as well as the "building blocks" that were present in the initial implementation of RTI models in their settings, were described. The essential components that contributed to successful RTI processes in K-12 settings were described by the participants. In addition, the successes, challenges, and recommendations of these veteran special educators for the future of RTI implementation were explored. The experiences of three veteran special education teachers who participated in successful RTI models, as well as current literature on best practice in Response to Intervention, were described. Recommendations for teacher preparation programs, schools, and future research were presented.</p> <p>Keywords: collaboration, curriculum-based measurement, fidelity, problem solving, progress monitoring, Response to Intervention (RTI), scientifically-based interventions, tiers of support, universal screening</p>","abstract_has_math":false,"creators":["Lee, Tricia Kaye"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Teaching & Learning","degree_department":null,"school":null,"contributors":["Lynne Chalmers"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T03:26:17Z","subjects":["Collaboration, Fidelity, Problem Solving, Research-based Interventions, Response to Intervention, Tiers"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.und.edu/theses/1255","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lynne Chalmers"]},{"key":"dc:creator","label":"Author","values":["Lee, Tricia Kaye"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching & Learning"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Collaboration, Fidelity, Problem Solving, Research-based Interventions, Response to Intervention, Tiers"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.und.edu/theses/1255"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explored how the process of Response to Intervention (RTI) has changed the roles of three veteran special educators. The background knowledge of these teachers that helped make the initiative successful, as well as the \"building blocks\" that were present in the initial implementation of RTI models in their settings, were described. The essential components that contributed to successful RTI processes in K-12 settings were described by the participants. In addition, the successes, challenges, and recommendations of these veteran special educators for the future of RTI implementation were explored. The experiences of three veteran special education teachers who participated in successful RTI models, as well as current literature on best practice in Response to Intervention, were described. Recommendations for teacher preparation programs, schools, and future research were presented.
Keywords: collaboration, curriculum-based measurement, fidelity, problem solving, progress monitoring, Response to Intervention (RTI), scientifically-based interventions, tiers of support, universal screening
"]},{"key":"dc:title","label":"Title","values":["That Was Then And This Is Now: The Changing Roles Of Veteran Special Education Teachers As A Result Of Response To Intervention"]}]}],"canonical_facts":{"dc:contributor":["Lynne Chalmers"],"dc:creator":["Lee, Tricia Kaye"],"dc:description.abstract":["This study explored how the process of Response to Intervention (RTI) has changed the roles of three veteran special educators. The background knowledge of these teachers that helped make the initiative successful, as well as the \"building blocks\" that were present in the initial implementation of RTI models in their settings, were described. The essential components that contributed to successful RTI processes in K-12 settings were described by the participants. In addition, the successes, challenges, and recommendations of these veteran special educators for the future of RTI implementation were explored. The experiences of three veteran special education teachers who participated in successful RTI models, as well as current literature on best practice in Response to Intervention, were described. Recommendations for teacher preparation programs, schools, and future research were presented.
Keywords: collaboration, curriculum-based measurement, fidelity, problem solving, progress monitoring, Response to Intervention (RTI), scientifically-based interventions, tiers of support, universal screening
"],"dc:identifier":["https://commons.und.edu/theses/1255"],"dc:subject":["Collaboration, Fidelity, Problem Solving, Research-based Interventions, Response to Intervention, Tiers"],"dc:title":["That Was Then And This Is Now: The Changing Roles Of Veteran Special Education Teachers As A Result Of Response To Intervention"],"thesis:degree_discipline":["Teaching & Learning"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T03:26:17Z"}