Date
6-2021
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Susan Stanley
Keywords
Response to Intervention (RTI) framework, transferability, at risk students, tiers, reading
Disciplines
Educational Leadership
Recommended Citation
Freeney, April Renee, "Solving the Problem of the Transferability of Response to Intervention skills to the General Education Setting: An Applied Approach Study" (2021). Doctoral Dissertations and Projects. 3016.
https://digitalcommons.liberty.edu/doctoral/3016
Abstract
The purpose of this applied study was to solve the problem of the transferability of Response to Intervention (RTI) skills (specifically tiers 2 and 3) into the general education setting for students at an elementary school located in middle Tennessee and to design practices to address the problem. Data collection included interviews, achievement scores, and surveys from over 60 stakeholders at the elementary school. This data was collected from stakeholders to include teachers, students, administrators, and interventionists. After collecting data from the stakeholders at the elementary school, analysis strategies were incorporated to describe the problem. Coding, direct analysis, and descriptive statistics of the information occurred to assist in developing a practice to solve the circumstance. Once the data collection described the problem in a cohesive manner, the researcher proposed an action plan that includes professional development for the staff, hiring additional staff, and incorporating vigorous instruction for students. These practices seek to help improve the problem of the transferability of RTI skills at the elementary school.
