Current research strongly supports using response to intervention (RTI) to increase the academic achievement of all students, including those who experience academic difficulty in the general education classroom. The purpose of this study was to extend our understanding of RTI implementation. Specifically, semi-structured interviews were conducted with multiple school professionals at \"Granby Elementary School\" to document their experiences and perceptions related to referral procedures and early intervention services. The results of this study indicate that students at Granby Elementary are supported by some of the core features of an RTI approach. The key themes which emerged from the data are that all students benefit from high-quality classroom environments, research-based instructional approaches, universal screening, and continuous progress monitoring, but some students still require more intense interventions to be successful. Based on those findings, it is recommended that multiple levels of increasingly intense interventions with progress monitoring be implemented with integrity to support student success.
","abstract_html":"<p>Current research strongly supports using response to intervention (RTI) to increase the academic achievement of all students, including those who experience academic difficulty in the general education classroom. The purpose of this study was to extend our understanding of RTI implementation. Specifically, semi-structured interviews were conducted with multiple school professionals at "Granby Elementary School" to document their experiences and perceptions related to referral procedures and early intervention services. The results of this study indicate that students at Granby Elementary are supported by some of the core features of an RTI approach. The key themes which emerged from the data are that all students benefit from high-quality classroom environments, research-based instructional approaches, universal screening, and continuous progress monitoring, but some students still require more intense interventions to be successful. Based on those findings, it is recommended that multiple levels of increasingly intense interventions with progress monitoring be implemented with integrity to support student success.</p>","abstract_has_math":false,"creators":["Johnson, Renee Marie"],"institution":null,"degree_name":"M.A. in Learning Disabilities","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Santangelo, Tanya"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-05-15T07:00:00Z","date_published":"2006-05-15T07:00:00Z","updated_at":"2026-07-24T04:13:46Z","subjects":["Education, Elementary; Elementary school teaching","Disability and Equity in Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/850","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Santangelo, Tanya"]},{"key":"dc:creator","label":"Author","values":["Johnson, Renee Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Learning Disabilities"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Elementary; Elementary school teaching","Disability and Equity in Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/850"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Current research strongly supports using response to intervention (RTI) to increase the academic achievement of all students, including those who experience academic difficulty in the general education classroom. The purpose of this study was to extend our understanding of RTI implementation. Specifically, semi-structured interviews were conducted with multiple school professionals at \"Granby Elementary School\" to document their experiences and perceptions related to referral procedures and early intervention services. The results of this study indicate that students at Granby Elementary are supported by some of the core features of an RTI approach. The key themes which emerged from the data are that all students benefit from high-quality classroom environments, research-based instructional approaches, universal screening, and continuous progress monitoring, but some students still require more intense interventions to be successful. Based on those findings, it is recommended that multiple levels of increasingly intense interventions with progress monitoring be implemented with integrity to support student success.
"]},{"key":"dc:title","label":"Title","values":["Interventions for success: perceptions on RTI"]}]}],"canonical_facts":{"dc:contributor":["Santangelo, Tanya"],"dc:creator":["Johnson, Renee Marie"],"dc:date.available":["2016-04-03T07:00:00Z"],"dc:description.abstract":["Current research strongly supports using response to intervention (RTI) to increase the academic achievement of all students, including those who experience academic difficulty in the general education classroom. The purpose of this study was to extend our understanding of RTI implementation. Specifically, semi-structured interviews were conducted with multiple school professionals at \"Granby Elementary School\" to document their experiences and perceptions related to referral procedures and early intervention services. The results of this study indicate that students at Granby Elementary are supported by some of the core features of an RTI approach. The key themes which emerged from the data are that all students benefit from high-quality classroom environments, research-based instructional approaches, universal screening, and continuous progress monitoring, but some students still require more intense interventions to be successful. Based on those findings, it is recommended that multiple levels of increasingly intense interventions with progress monitoring be implemented with integrity to support student success.
"],"dc:identifier":["https://rdw.rowan.edu/etd/850"],"dc:subject":["Education, Elementary; Elementary school teaching","Disability and Equity in Education"],"dc:title":["Interventions for success: perceptions on RTI"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Learning Disabilities"]},"updated_at":"2026-07-24T04:13:46Z"}