Document Type

Dissertation

Degree

Doctor of Education

Major

Education

Date of Defense

8-5-2016

Graduate Advisor

Gayle A. Wilkinson

Committee

Brenda Bredemeier, Chair

Amber Candela

Nevels Nevels

Abstract

Implementing a Response to Intervention (RTI) system in a third grade mathematics classroom includes several variables, among them the process utilized to identify students who may benefit from RTI, the professionals involved with implementation, and differentiated practices particular to RTI at Tier 2 or 3. The purpose of this study was to evaluate the implementation process of the Response to Intervention (RTI) system on a group of third grade students in an elementary school during their study of one mathematics topic. The study evaluated how the RTI practices of the responsible parties, (i.e., the teacher, district instructional facilitator, and campus interventionist) are congruent with the district’s RTI system. This study utilized a concurrent mixed method research design. The research project followed a qualitative research model, which made use of a pre- and post-test that are included among the district’s adopted mathematics curriculum materials, a semi-structured interview with each the teacher, campus interventionist, and district instructional facilitator about their preparedness, attitudes, perceptions, and practices regarding the RTI system and implementation process. Analysis of the data yielded three emergent themes: consistent alignment of RTI implementation practice and district guidelines; the challenge to implement RTI within constraints of daily schedule; and, nature of differentiated interventions by Tier.

Included in

Education Commons

Share

COinS