This instrumental case study used qualitative methods and grounded theory to examine the implementation of Response to Intervention (RtI) in a rural preschool program. Ten of the preschool staff and eight parents were involved. Other data sources included continuous field notes, memos maintained by the researcher, classroom observations, and documents, such as lesson plans, anecdotal records, and RtI referral forms. RtI resulted in fewer referrals to special education; the long-term ramifications are not yet known, but lessons learned from the implementation process are numerous.
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