Teachers’ Perceptions of the RTI Process in Elementary Schools
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Curriculum and Instruction
Date of Award
Fall 2020
Abstract
The purpose of this qualitative, narrative-inquiry research study was to examine the perceptions and implementation of the Response to Intervention (RTI) process among elementary teachers who taught at a charter school in the southern area of Dallas, TX. In the qualitative research study, educators were provided an opportunity to voice their beliefs and perception of a process established to curtail the educational disparity among students. The need for RTI reform stems from the problems and concerns of placing students in special services when improved interventions could eliminate student misdiagnosis. The turn from traditional practices to better alternatives is essential to the current consensus regarding RTI (Fletcher & Vaughn, 2009; Reschly & Ysseldyke, 2002). The researcher conducted a qualitative study at an elementary campus. Teachers who taught kindergarten to sixth grade were solicited to take part in this study because an RTI framework had been adopted by their school district. In this narrative inquiry study, the teachers were encouraged to discuss their beliefs and experiences from implementing this process in their classrooms. The results from the study showed all three participants felt their implementation of iv the RTI process lacked fidelity and understanding. They also suggested RTI would be effective when all parties were on the same page and teachers had the support in training as well as a systematic approach through the process. Their absence of full RTI implementation was due to the lack of requirements and accountability they received from their administrators. RTI has a vital place in instruction, and must be addressed in the same manner that every other requirement is facilitated so it does not impede teachers in their classroom. The study results help fill the gap of a narrative inquiry revolving around the true-life experiences of teachers with the students, parents, and the RTI implementation process in the classroom.
Advisor
Sherry Colby
Subject Categories
Curriculum and Instruction | Education | Elementary Education
Recommended Citation
Orr-Hogg, Sandra, "Teachers’ Perceptions of the RTI Process in Elementary Schools" (2020). Electronic Theses & Dissertations. 280.
https://digitalcommons.tamuc.edu/etd/280
