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Abstract
This article discusses a qualitative case study examining one middle school’s response to intervention (RtI) efforts. Study participants included the principal, assistant principal, and members of the school’s leadership team. A description of the RtI consensus and infrastructure-building processes, consideration of the RtI facilitators, and a review of the accomplishments and barriers to implementation they encountered are provided.
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Bio
Shannon K. Dulaney, EdD, is an assistant professor in the Educational Leadership and Foundations Department at Brigham Young University (BYU). Before joining the BYU faculty 2 years ago, she served as a classroom teacher in California and as a classroom teacher, secondary school principal, and district special programs director in Utah.
