Facilitating the Implementation Of Response-To-Intervention As Perceived By Elementary, Middle, and High School Principals In the Suburban Chicago, Illinois Area

May 3rd, 2012 | Category: Dissertation Abstracts @ Concordia
By Janice Bernard


With the tenets of No Child Left Behind (NCLB) and the reauthorization of Individuals with Disabilities Education Act (IDEA 2004) a problem-solving process has been initiated called Response to Intervention (RtI). RtI is founded on the assumption and belief that all children can learn through high-quality instruction and interventions matched to students’ needs.

No research has been published on principals’ perceptions of what leadership skills are necessary to facilitate the implementation of RtI. The participants in this qualitative study included 5 elementary, 6 middle, 4 high school principals, and 1 high school assistant principal in the suburban Chicago, Illinois area. The data-collection method was in-depth interviews.

The research reveals the role of the principal in implementing RtI requires numerous leadership skills. Principals are responsible for overseeing the entire process and tying everything together.

Key Words: Principal Implementation of Response to Intervention, Leadership and Response to Intervention

Author Information

Janice Bernard earned her Ed.D. in Leadership with a specialization in Educational Leadership from Concordia University Chicago in 2012.

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