Creating Meaning from Collaboration to Implement RtI for At-risk Students

The purpose of this qualitative exploratory case study based on Danielson's (2002) assertion that when teachers learn, student achievement improves was to examine how teachers created a collaborative learning experience through Professional Learning Community (PLC) concepts to implement Response to Intervention (RtI) with at-risk students. The setting was a combination junior and senior high school. Eighth grade teachers, an RtI trained guidance counselor, and a reading instructor provided the sample for the study. Reading assessment scores of lowest 25% eighth grade students provided the data for participants. This study is significant due to the need for research on shared accountability and collaboration initiatives to increase student achievement. The following research questions guided the study: How do teachers construct meaning from PLC participation to implement RtI in a collaborative environment with the intent of improving reading achievement for the lowest 25% eighth grade students? and How does PLC collaboration on RtI implementation help teachers learn? Based on data analysis and results from journals, Concerns Based Adoption Model instrument, interviews, and researcher journal, participants constructed meaning from experiences and shared knowledge through collaboration to learn RtI implementation. The findings of this study supported and expanded research on teacher learning through collaboration and the value of PLCs along with growth in student achievement resulting from RtI implementation.