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ERIC Number: ED550992
Record Type: Non-Journal
Publication Date: 2012
Pages: 258
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-1709-4
RtI's Implementation and Collaborative Systems between General and Special Education in Two Middle Schools
Kosteck, Kathleen M.
ProQuest LLC, Ed.D. Dissertation, Illinois State University
This study investigated Response to Intervention (RtI) implementation in two Illinois middle schools and its impact on the collaborative relationship between general and special education teachers. The intended and unintended consequences of RtI implementation for general and special educators were examined. This qualitative research study was conducted in four phases. Phase I involved the identification and selection of two middle schools to participate in the study utilizing three criteria: (a) the Association of Illinois Middle Schools had designated each site as a "Demonstration School," which indicated the school had provided evidence of exemplary middle school practices; (b) each school had to have implemented a RtI system in the past 2 years; and (c) both schools had to have implemented Tier 1, Tier 2, and Tier 3 levels of support as defined in the Illinois State RtI Plan. During Phase II of the study, extensive background data was collected and reviewed. Phase III of the study involved on-site fieldwork to conduct interviews of administrators, teachers, and student services team members. During Phase IV, transcripts of audio files, documents, and field notes were analyzed using qualitative research methods. Research findings from this study include the following: 1. Prior to RtI implementation interdisciplinary teams lacked a formal process to assist struggling learners. 2. Without a school-wide RtI problem-solving group, the interdisciplinary team assumes a majority of the responsibility for identification of students for RtI, implementation of interventions, and progress monitoring. 3. RtI did not alter the middle school structure that included the strong collaborative relationships existing among interdisciplinary team members. 4. RtI implementation has strengthened the collaborative relationship between general and special education teachers resulting in general education teachers assuming greater responsibility for the success of students identified for special education services. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois