School of Education


Doctor of Education (EdD)


Linda F Gable


Effectiveness of RTI, Program Evaluation, Response to Intervention, RTI, Teacher Perception


Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Psychology | Other Education | Teacher Education and Professional Development


This case study sought to explore the perceptions of classroom teachers and an instructional support team regarding the effectiveness of an established reading Response to Intervention model. It compared the perceptions of both groups regarding the model’s effectiveness, focusing on its strengths and weaknesses. The similarities and differences between the two participant groups’ perceptions that emerged from the individual interviews and focus groups were identified and discussed. This research also compared the perceptions of the participants to the success rates of students in the school in terms of the Response to Intervention measures of reading and standardized student achievement on the state English Language Arts assessment. Faculty at the site, Hayes Elementary School (pseudonym), participated in the study and contributed to the evaluation of the model’s effectiveness, using Stufflebeam’s (2007), Context Input Process and Product (CIPP) program evaluation model. The findings of the study, aimed at exploring the perceptions of school faculty towards the effectiveness of an elementary school’s Response to Intervention (RTI) model, were determined through the aggregation and open coding of multiple sources of data.