Term of Award
Spring 2012
Degree Name
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Leadership, Technology, and Human Development
Committee Chair
Teri Melton
Committee Member 1
Teri Melton
Committee Member 2
Russell Mays
Committee Member 3
Terry Diamanduros
Committee Member 3 Email
tdiamanduros@georgiasouthern.edu
Abstract
Although the Individuals with Disabilities Improvement Act (IDEIA) was re-authorized in 2004 and permitted the use of RTI as part of the eligibility process, few states and districts have begun to implement it appropriately, let alone assess and ameliorate RTI processes effectively. RTI is basically a problem-solving process. As students move higher up the tiers, instruction and behavioral management techniques are tailored to suit their needs. The effective educator seeks appropriate instruction for all students. Effective RTI practices could remediate at-risk students' difficulties, increase student scores on accountability tests, and improve identification of student with disabilities (SWD) Educators are responsible for ensuring that students are prepared for their lives within society. RTI could be one piece of the puzzle that helps students realize these goals. The purpose of this qualitative study is to examine educator's perceptions of the barriers to and best practices of the implementation of RTI in one urban Georgia school district.
Recommended Citation
Leaver, Kathleen Ann, "RTI Implementation: Identifying the Barriers and Best Practices" (2012). Electronic Theses and Dissertations. 399.
https://digitalcommons.georgiasouthern.edu/etd/399
Research Data and Supplementary Material
No
