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This study examines the impact of effective instructional strategies, evidence-based curricula, and professional collaboration upon implementing a Response to Intervention program. Qualitative research methods, including interviews and lesson plan document analysis comprise the research data from seven teachers and one administrator. This study is designed to enrich the existing body of descriptive data on teacher perceptions, especially with regard to their professional practice, expertise, and judgment within a Response to Intervention system. The results of this study provide insight into teachers’ perspectives after experiencing this educational transformation. The research provides professional knowledge and practical experience that extends beyond the general classroom to special education, psychology, and speech pathology. Successful implementation of Response to Intervention demonstrates the most effective instructional strategies and curricular resources to improve student achievement. The goal of this research is to assist policy makers, state and local administrators, the public, and teachers themselves, in understanding the dynamic components that are integral in Response to Intervention. All professionals in education would benefit from the practical knowledge of academic programs rooted in the best practices. How do teachers perceive the change in instruction, skills, and student relationships with the implementation of Response to Intervention?