Response to Intervention Implementation to Educate the Diverse Needs of Elementary Students

• In Event: Roundtable Session 2
  In Roundtable Session: Learning Environments With Elementary-Age Classrooms

Abstract

This survey research was conducted to document the perceptions of elementary school personnel (n=429) from five school divisions regarding the implementation of Response to Intervention (RTI). The majority of participants reported being very effective or highly effective in their instructional skills using research-based best practices in literacy and mathematics, differentiating instruction, and using various assessments. Regardless of position, participants reported being most supported by general education teachers, special education teachers, Title I teachers, and assistant principals, and collaborated the most with general education teachers. Almost 40% attended 1-2 professional development activities, and most were sponsored by the local school division. They particularly expressed the need for more professional development/training and more time for planning, collaboration, and working with children.

Authors

• Valerie Robnolt, Virginia Commonwealth University

• James H. McMillan, Virginia Commonwealth University

• Amy C Hutton, Virginia Commonwealth University