Honors Projects

Abstract

The premise of this study was derived upon seeing a severe need for professional development in my current field work experience. I set out to determine a possible solution to the lack of cohesion among general and special educators evident in my local school district. This small town rural school is looking to expand RTI, and intervention technique, to decrease gaps in education for at risk students. With issues of cohesion and professional development evident, I collected and analyzed data in order to determine a way the school district can still incorporate and expand their Response to Intervention (RTI) practices.

Upon conducting an open interview with teachers at the school, I determined there were many more issues standing in the way of creating an effective system of RTI at the school. Teachers described lack of understanding of founding principles and procedures of RTI as well as their role in its implementation. In the course of data collection, I found teachers to be missing training and materials at their availability in order to successfully make RTI a part of their daily teaching.

Based on the data I collected through interviews with teachers at the school, I determined multiple possible next steps that together help may help them to create an effective RTI program. These include online professional development modules, a schoolwide RTI procedure and policy staff handbook, and a readymade RTI toolkit accessible to all teachers for each grade and content area. With these available and ongoing supports in place by administration, I believe this school could see an improvement in collaboration between educators and the growth of an impactful RTI program for their at risk students.

Department

Education

Major

Early Childhood Education – Inclusive

First Advisor

Chris Fluckinger Ph. D.

First Advisor Department

Psychology

Second Advisor

Alfred DiVencenzo M. Ed.

Second Advisor Department

Early Childhood

Publication Date

Spring 5-3-2016

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