The purpose of this study was to investigate the perspectives of professional staff of elementary schools in a middle-sized suburban school district on RTI, and efficacy of practices seven years after the initial implementation of RTI in the district. The study sought to answer these research questions: How do professional staff of the elementary school in a middle-sized suburban school district perceive the use of RTI in their schools and district? How could the current RTI process in the school and district be improved so that RTI could have a greater impact on student achievement, as perceived and recommended by professional staff of the schools and district?;A qualitative study design was used to gather the perspectives of a purposeful sampling made up of a cross-section of professional staff. The CIPP evaluation model by Stufflebeam (Stufflebeam and Shinkfield, 2007) was used as the theoretical framework. Focus groups were used to gain an understanding of the professional staff perspectives of RTI. First and second cycle coding was used to find emergent themes, culminating in a thick descriptive narrative of the results.;The findings in the study suggest that professional staff perceive their roles and how RTI is implemented differently, that RTI has made them more accountable, and that collaboration is important and more is needed to ensure RTI success. Additional findings suggest that professional staff perceive RTI as positively impacting student achievement, but are frustrated with the continual issue of the length of a time a student can stay in RTI.
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