PROMISES AND CHALLENGES OF SCHOOLWIDE IMPLEMENTATION OF RESPONSE TO INSTRUCTION (RtI): PRINCIPALS’ PERSPECTIVES

Abstract

Response to Instruction (RtI) is a framework used by schools to organize curriculum, instruction, and assessment so that all students are screened on a regular basis and those who are at-risk for not meeting standards are provided with appropriate interventions (Batsche, Kavale, & Kovaleski, 2006). This article explores principals’ responses to open-ended questions regarding RtI implementation in one New England state. The purpose of the study was to determine the extent to which RtI was being implemented at the local level and across the state, as well as to identify principals’ perceptions of associated benefits and challenges. The survey was administered to all K–12 principals in the state and had a response rate of 62.4%. The study’s findings point to the need for policies and organizational structures that ensure time for school professionals to analyze data and collaborate with one another to engage in data-based decision-making; promote consistent, ongoing and targeted effective professional development; and address teacher belief systems and school culture.