To effectively translate the RTI model of service delivery into action, the components of the initiative and skills competencies are best taught in pre-service teacher education programs. During a student teaching practicum, a pre-service teacher has the potential to have the opportunity to experience the RTI model of service delivery. The current research is a non-experimental study that was designed to examine pre-service teachers' perceptions of their readiness to work within the RTI model of service delivery.
The first part of the survey, which included seven survey items, measured preservice teacher attitudes toward the RTI model. Notably, two-thirds of preservice teachers reported that their view of the RTI model had changed since completing the courses and beginning student teaching. This study aimed to measure pre-service teachers' perceptions of the RTI model of educational service provision.
Overall, there was a high level of agreement that the pre-service teachers felt positive about the RTI model. In this current study, 25% of the pre-service teachers were unsure or disagreed that using the RTI model for identifying a learning disability is best practice. A majority of the pre-service teachers reported that they became aware of the RTI model during their second or third year of undergraduate training.
The teacher training program provides beginning teachers with the fundamental skills to become effective teachers. Repeated exposure to the RTI model can increase beginning teachers' understanding of the model, as well as their confidence to implement the necessary skills in the school setting. We asked preservice teachers to report the number of special education courses they enrolled in that specifically focused on the RTI model.
The vast majority of early childhood educators reported feeling positive about the RTI model and recognize the need for a multi-tiered model of service delivery to educate students in the least restrictive environment. The survey used in this study was made by the researcher to get the pre-service teachers' perceptions of various components of the RTI model. It is also important to note that a majority of pre-service teachers felt that their training program emphasized the RTI model.
A focus of training programs should be to prepare pre-service teachers to teach within the RTI service delivery model. The RTI service delivery model is a general education initiative; however, it is imperative that all pre-service teachers are trained in the skills needed to implement the RTI model. Adding additional courses to pre-service teachers' workloads that focus on the RTI model may not be a viable training option.
Using workshop experiences allows beginning teachers to expand their foundational understanding of the RTI model.
I feel knowledgable about the RTI model of education
In order for children to recieve assistance in reaching their academic potential, a
Least Restrictive Environment is important
RTI is a better option for identifying a child with a learning disability than evaluating the
I feel very positive about the RTI model of service delivery
I feel that an RTI model meets the needs of all students
Based on your perceptions, the level of RTI implementation that your practicum site has
Since completing my coursework and beginning student teaching, my view of the RTI
I understand and endorse the theoretical background and rationale for the use of RTI as an
I have a substantial understanding of the critical elements of the developmental continuum in
I can competently implement the use of the core reading curriculum as it is designed to be
I can effectively collaborate with my fellow teachers in planning class-wide/grade-wide
I am able to examine universal screening data to identify students that are at-risk
Based on universal screening data, I am able to identify trends in skill deficiencies
Based on universal screening data, I am able to sort students into homogeneous skill-based
I can effectively collaborate with my fellow teachers to design and implement group
I am able to identify scientifically-valid interventions to remediate key skill deficiencies
I am able to competently deliver scientifically-valid interventions to small groups of
I am able to conduct self-evaluations of intervention implementation integrity
I am able to identify and administer appropriate progress monitoring tools
I am able to graph the data in order to conduct a visual analysis of the effectiveness of the
I am able to interpret progress monitoring data by the level of skill development in
I am able to interpret progress
I am able to work effectively with the school's problem-solving team in order to plan,
I am able to conduct appropriate diagnostic assessments for reading in order to
I am able to competently deliver intensive scientifically-valid interventions to
My traning program placed a significant emphasis on the RTI model of service delivery
Prior to graduation, I believe that it is very important for pre-service teachers to engage in
After graduation, I believe that it is very important for teachs to engage in progressional
- In which year of training did you first become aware of the RTI model of service delivery
- Approximately how many general education courses have you taken which specifically
- Approximately how many special education courses have you taken which specifically
- Approximately how many electives have you taken which specifically target RTI skills and
Before College First year of university training Second year of university training Third year of university training Fourth year of university training Fifth year of university training RTI was not discussed in my Training Program.
How many workshops/in-service trainings have you attended which specifically target
RTI skills and competencies
At this point in my career, I feel very prepared to teach utilizing an RTI model of service
Division of Counseling and School Psychology
Attitudes about Response-to-Intervention (RTI) Please rate yourself on each of the items below
I feel very positive about the RTI model of service delivery:. g) Unclear about the information requested. 5. Based on your perceptions, the level of RTI implementation achieved by your placement will be considered "full implementation". Since completing my course and beginning to teach, my view of the RTI model has changed:
Personal Level of Self-Efficacy Regarding the Necessary Skills to Implement RTI Please rate yourself on each of the items below
Rate yourself on each of the items below. g) Lack of clarity about the requested information. I have a substantial understanding of the critical elements of the developmental continuum in the acquisition of reading skills. I can competently implement the use of the core curriculum for reading as it is intended to be taught.
I am able to examine universal screening data to identify students at risk for academic difficulties. Based on universal screening data, I am able to sort students into homogeneous ability-based groups. I am able to identify scientifically valid interventions to address key skill deficits. g) Unclear about the information requested.
I am able to competently deliver scientifically sound interventions to small groups of students who have been identified as needing additional support in developing important academic skills. I can graph the data to perform a visual analysis of the effectiveness of the intervention. I am able to interpret progress monitoring data by level of skill development to inform educational decisions.
I am able to interpret progress monitoring data by rate of improvement to inform educational decisions. I am able to work effectively with the school's problem solving team to plan, implement and evaluate evidence-based interventions for students. I am able to carry out appropriate diagnostic assessments for reading in order to identify the teaching needs of an individual student.
I can work effectively with intervention specialists (ie support teachers, supplementary teachers, special education teachers) in the design and implementation of individual interventions for seriously at-risk students. g) Unclear information requested. In which year of education did you first become familiar with the RTI service delivery model. Select all certifications you are pursuing (a) early childhood (pre-kindergarten-2 years).
