This action research study examines targeted instruction and its effect on academic referrals to elementary intervention and referral service committees. The West Harvard School District was not effectively utilizing targeted instruction, and there was a distinct lack of a differentiated vision throughout the district. This lack of differentiation means that students are not being instructed on their individual levels. The purpose of this action research study is to change how the targeted instruction, or differentiation, is implemented in the West Harvard School District. This means adding targeted measures to our teachers' toolboxes. It also means having a common vision as to how this differentiation occurs. The goal of the research study is to examine how the actions implemented will affect referrals to elementary intervention and referral service committees. This project will redefine several instructional aspects in the West Harvard School District, and it will give teachers common tools that will allow students to be targeted. The researcher will implement new initiatives, deliver professional development, and seek to help mitigate referrals to elementary intervention and referral service committees by improving the targeted instruction in the West Harvard School District. [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.]