Implementation of a response to intervention in rural early and middle years schools

This qualitative study explored the experiences of administrators while implementing Response to Intervention (RTI) in early/middle years schools in rural Manitoba. Administrators were interviewed to discover how they experienced the implementation process and to glean advice for other administrators who were beginning the process of implementing RTI. Data were collected through recorded phone interviews with each participant by the researcher. The study’s findings demonstrated that the decision to implement RTI resulted from a need to support students who presented gaps in their skills. The decision was made by administrators and superintendents in order to close the skill gaps. The administrators shared the experiences that they encountered during the implementation process as well as expected and unexpected results of implementing RTI in the school. The administrators provided advice that would support an administrator new to the process of implementing RTI in a rural early or middle years school. The study also revealed some resources, professional development, and strategies to effectively implement RTI.