This study analyzed general education teachers' knowledge of a multi-tier system of support (MTSS), as well as their understanding and implementation of effective practices within tier 1. It further studied their current application of tier 1 interventions at Garden State School District. As the framework of a multi-tier system of support became…

This research study explored the perceived influence of the pre-referral process on elementary general education teachers' collective efficacy. At the time of this study, literature on the pre-referral process had shown that teachers were more likely to implement processes that they believed to be fair and appropriate for students (Curtis et al.,…

Providing students and teachers with appropriate support is a pivotal component when it comes to improving student outcomes. Pre-Referral Intervention Teams (PIT) provide structured interventions and assistance for at-risk students. The purpose of this study was to answer the following research questions: (1) What are teachers' perceptions of…

The Individuals with Disabilities Education Act (IDEA) is a statute that authorizes grant programs that support special education services. Under the IDEA, a series of conditions are attached to the receipt of grant funds. These conditions aim to provide certain educational and procedural guarantees for students with disabilities and their…

Response to intervention is meant to be broad-based and preventative. However, as formulated and practiced the approach often is too limited in how it frames what needs to go on to enable learning, engage students, and keep them engaged. In particular, it pays too little attention to the need to strengthen the classroom and schoolwide context in…

As a result of the reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004), Response to Intervention (RTI) became a legal and acceptable basis for determining special education eligibility. While there may be evidence that RTI has had positive effects on the prereferral process for special education in some schools, there…

The purpose of this study was to determine if the actual implementation of Response to Intervention (RtI) was related to school psychologists' knowledge, district opportunities for RtI training within the school district, and school psychologists' attitudes toward RtI. The implementation and use of RtI was predicted to be dependent upon those…

The purpose of this study was to determine the implementation status of Response to Intervention (RtI) in the elementary schools (N = 35) in one urban school district in Virginia. The relationship between the implementation of the academic components of RtI, collective efficacy, parents' trust in schools, the number of referrals for special…