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

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


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



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.

Research Data and Supplementary Material