Date of Award

Summer 2016

Degree Type

Certificate of Advanced Study


Educational Leadership


Michael K. Barbour


The purpose of this thesis is to examine the impact of response to intervention (RTI) in a high school mathematics setting. A major concern in the literature related to the fact that majority of RTI research focused on students at the elementary level and in reading. Therefore in this study RTI was implemented in a high school mathematics classroom and the effects were analyzed. This study is focused on a sample of ninth and tenth grade students from two classes and taught by one teacher in the same high school in an action research setting. Quantitative and qualitative methods of data were collected using documents/artifacts, observations, surveys and interviews. The data was analyzed using both descriptive statistics and the constant comparative method. Validating the results of this study included member checking, pilot testing and triangulation. Over a six-week data collection period, themes were noted that included how Tier 2 interventions are implemented in a high school mathematics setting as well as students’ perceptions of these Tier 2 interventions. The researcher found three limitations including limited access, measures used to collect data as well as a small sample size. Additionally, the research recommended three implications of practice. These implications included that the teacher of the interventions outside of the regular education classroom should be a different teacher then the teacher in the regular education classroom, interventions outside of the regular education classroom should be kept to a smaller group of students, and finally, there should be a high frequency of Tier 2 interventions made inside the regular education classroom.


A thesis submitted in partial fulfillment of the coursework required for the post-masters' Certificate of Advanced Studies (CAS) in Educational Leadership.



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