Benefits, Barriers, and Facilitative Factors in Implementing a Response to Instruction Program

Abstract

The study investigated a school district’s implementation of a Response to Instruction (RtI) Program, mandated by the state to address early intervention of academically struggling students. This study examined benefits of program implementation and the factors that facilitated and hindered program success from the perspective of the Tier III teachers, the group of teachers most closely involved in program implementation. Previous research suggests that using the RtI model has resulted in a decrease in special education placement. Although there is much research of the organizational change due to RtI, little research, especially qualitative, has studied the implementation program from the perspective of teachers. In addition, this study provided significant information to national, state, and local education leaders who are struggling with the proper implementation of RtI. Findings indicated that the implementation of RtI was successfully facilitated by collaboration, communication, data analysis, motivation, and relevant professional development. Ineffective or limited professional development, lack of resources and scheduling issues were barriers that hindered successful implementation. Benefits of implementing the RtI program were found to be interrelated with what teachers considered being the facilitating factors that promoted program success. Implications for practice and recommendations for future research are presented.