Date Approved

5-15-2006

Embargo Period

4-3-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

Advisor

Santangelo, Tanya

Subject(s)

Education, Elementary; Elementary school teaching

Disciplines

Disability and Equity in Education

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.

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