Teachers' Perceived Knowledge about Response to Interventions

Abstract

Abstract Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning needs. RtI has several core components such as universal screening, evidence based instruction at different levels, on-going progress monitoring, and data-driven decision making. For RtI to be successful, teachers need to understand these core components. The purpose of this quantitative study is to examine teachers’ perceived knowledge of Response to Intervention (RtI). Specifically, it explored the teachers’ perceived understanding of the core components of RtI. Participants included elementary teachers in one school district located in the mid-west portion of the United States. They completed a teacher rating scale related to RtI and the results of this study will help drive more effective implementation of RtI in the school district.