Barriers to Implementation of RTI at the Secondary Level

The purpose of the study was to determine if there are differences among building administrators, guidance counselors, and special education directors on a perceived level of implementation of Response to Intervention (RTI) at the secondary level. The study also examined whether or not RTI serves as a predictor of students identified in special education. This study did not find a significant difference between perceptions of Indiana high school counselors, Indiana high school administrators and Indiana special education directors. The study also revealed the six indicators of RTI do not serve as predictors for students who are identified in special education. Of the three groups surveyed, one indicator was consistently identified as being fully knowledgeable in this model; the RTI administers curriculum-based measurements for progress monitoring easily and efficiently.Nancy Jane HolsappleMcDaniel, TerryGruenert, SteveMilner, CarolynDoctor of PhilosophyDepartment of Educational Leadership, Administration, and FoundationsCunningham Memorial Library, Terre Haute, Indianan State University.ISU-Dissertation-May-2013DoctoralTitle from document title page. Document formatted into pages: contains 101p.:Includes appendix and bibliography