School of Education


Doctor of Education (EdD)


Erik Mullinix


Response to Intervention, No Child Left Behind


Education | Student Counseling and Personnel Services


The purpose of this correlational study was to test to see if there was a relationship between time reduction of the roles and responsibilities of a school counselor and the Response to Intervention (RTI) process in an elementary school setting. This study examined the perceived effects of the RTI process on the roles and responsibilities of a school counselor. This study will looked at the perception of self- efficacy of school counselors and if they feel they are being effective to the students they serve. School counselors from elementary schools in North Carolina completed the Concerns-Based Adoption Model of the Stages of Concern questionnaire that accesses information about people's attitudes, reactions, or feelings about a program or practice. School counselors are known for only dealing with social and emotional problems of students in schools across the country. After the No Child Left Behind (NCLB) act, every educator in the school has been given the responsibility of teaching academics in K-12 schools including school counselors. The majority of the time, school counselors lead or participate in problem solving teams which give them the opportunity to fulfill the requirement of reaching students academically. NCLB and RTI reflect the same goal of providing a high quality education for every child. RTI is a multi-tiered approach to help struggling learners. Using student outcome data, RTI can be used to make decisions about interventions needed for students to improve academically. The finds from this study indicated a positive correlation between the criterion variable (RTI process) and time reduction, perception of self-efficacy, and academic achievement. There was no significance with Exceptional Children's referrals and placement of Exceptional Children's placement.