Response to Intervention (RTI) has become a popular educational framework for providing necessary support to struggling students. Targeted instruction is provided in tiers of increasing intensity, from Tier I (Universal, whole-group) to Tier III (individualized). However, without strong procedures for referral and collaboration in place, the purpose and practice of RTI can become blurred, leaving many educators unsure of which team members are responsible for the selection or implementation of interventions. The purpose of this action research study is to investigate how specialists (special educators, instructional coaches, and interventionists) and general educators can collaborate to effectively implement Tier I RTI interventions in the K-5 general education classroom setting. Interviews with various school professionals were conducted to assess current understanding and satisfaction with the RTI process. Overall themes from these responses were then analyzed alongside the school’s manual for RTI procedures to determine what areas of support were lacking for students and staff. Recommendations from the literature were then synthesized in the creation of a Universal Design Intervention Guide for Tier I supports. From this, specialists can support general educators in selecting research-based accommodations and interventions for students within the general education classroom, reducing the frequency and professional strain of pull-out interventions.

Keywords: Response to Intervention (RTI), Universal Design, collaboration, K-5 elementary education"

Tory would like to thank their faculty sponsor, Karissa Sywulka, for their support of this project.