Teachers’ Perceptions of Their Response-to-Intervention Skills as They Relate to Assessment, Instruction, and Intervention

• In Event: Poster Session 6
  In Poster Session: Studies of Assessment Comparability, Teacher Perceptions and Use of Data, and Student Preparation for Testing

Abstract

The purpose of this study was to examine teachers’ perceptions of their Response to Intervention (RTI) skills as they relate to assessment, instruction, and intervention. The Perceptions of RtI Skills Survey was distributed to 138 elementary general education teachers in ten elementary schools in six rural school districts, and ninety returned their surveys to rate their skills levels in assessment, instruction, and intervention to determine if they possess the skills necessary to implement the RTI framework/model. For this quantitative research study, one-way between-groups Analysis of variance (ANOVA) and Kruskal-Wallis Test were used to analyze the data. The results revealed there were statistically significant differences between teachers’ perceptions of their RTI skills and their professional attributes

Author

• Jarrett M. Landor-Ngemi, Southern University and A&M College