Special Education has made many changes in the educational delivery of services since the passing of the No Child Left Behind Act. Within these changes was a shift from the discrepancy model to the Response to Intervention (RtI) model in student identification for special education services. The purpose of this study was to explore the impact RtI had on special education services. In this quasi-experimental ex-post facto study using a quantitative design, data was examined between the years of 2013 and 2015. This study took place in a third through fifth grade elementary school. The township is a community of almost 16,000 people in a 7.25 square mile area located just south of the Chicago Metropolitan Area. The implementation of the RtI model was the independent variable and special education or IEP eligibility was the dependent variable. Gap analysis and child-find law were also reviewed in this study to see if there was a delay in delivery of special education services to students in who would qualify for those services. The findings in this study show reading progression to support rejecting each null hypothesis. In particular, a three-tier implementation of an RtI program has not prevented reading scores from improving, causing more students to enter special services and a three-tier implementation of RtI services had not an impact on Tier 3 students, preventing special services eligibility. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]