Date of Conferral

3-7-2024

Date of Award

March 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Sue Subocz

Abstract

Response to Intervention (RtI) implementation has been an issue at a local school district in the United States for several years. Teachers have reported lack of resources and training on the RtI process and minimal support from administration, which have impeded their understanding of the intervention. As a result, students who are receiving RtI are not being provided with adequate instruction. The purpose of this study was to examine teachers’ experiences and the barriers that hinder RtI delivery. The conceptual frameworks that grounded this study consisted of Malcolm Knowles’s theory of andragogy, the concepts of self-direction, and adult education in learning. Using purposive sampling, 10 teachers from a local kindergarten through Grade 5 campus who deliver RtI were selected to participate in semi-structured interviews about their RtI experiences and barriers for implementation. Data analysis consisted of open coding and thematic analysis. The findings revealed themes that may contribute to ineffective RtI implementation such as limited knowledge on RtI and interventions, inadequate professional development, minimal time for implementation, extensive paperwork, minimal resources, and insufficient support from administration. The results were used to inform a professional development program to help teachers overcome their barriers and improve RtI implementation. Improvements in teachers’ implementation and delivery of interventions could increase academic performance, achievement, and overall success in the classroom which may potentially lead to higher test scores and improved campus ratings.

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