Teacher RtI Survey t.1 1/23/09
Code:______
Date: ______
Teacher Time 1 Needs Assessment
Response to Intervention (RtI) Survey
DemographicsPlease circle the answer that best describes you.
1. Please indicate your gender (circle) / Male / Female
2. To which ethnic/racial group do you belong? (Categories adopted from National Census Bureau) / Please check all that apply
1) Asian or Pacific Islander ____
2) Black African descent ____
3) Black Caribbean descent ____
4) Hispanic (Central or South American Descent) ____
5) Hispanic (European Descent) ____
6) White European (Eastern or Western Europe) ____
7) White Middle East or Arab Descent ____
8) Native American ____
9) Multiracial ____
10) Other Race/Ethnicity ____
3. What is the highest degree that you hold? (circle) / None / Bachelors / Masters / Ed.S, Ed.D.
Or Ph.D. / Other:
4. Please indicate your profession (circle) / University Faculty / Pre-Service Teacher / Teacher / Other: / ------
5. What grades do you currently teach?
6. What type of program do you currently teach? / General / Special Education / Other: / Not applicable
7. What subjects do you teach? / Subjects taught:
8. Do you teach required or elective courses? (please circle) / Required / Elective
9. How many years have you been teaching? (please include the current academic year) / Years teaching:
10. How long have you been teaching in Wisconsin? / Years teaching in Wisconsin:
11. What is your familiarity with RtI? / Not Familiar
1 / 2 / 3 / 4 / Very Familiar
5
12. What is your school’s level of RtI implementation? / None / In a few classes / In most classes / Don’t know / Other :
13. Has or is your school involved in REACh? / Yes / No
14. Have you received pre-service training in the RtI process through your university program? / Yes / No
15. Have you received in-service training in the RtI process? / *Yes / No / *If yes, please indicate the type of training:
16. Would you be willing to spend time (or additional time) attending training programs regarding RtI? / Yes / No / *If yes, indicate how much time and your preferred training program (in-service, college course, etc.)
Knowledge of and Attitudes about of RtI
1
Strongly
Disagree / 2
Disagree / 3
Neutral / 4
Agree / 5
Strongly
Agree
17. New educational approaches are typically sound and evidence-based before implementation. / 1 / 2 / 3 / 4 / 5
18. New educational approaches typically become sound and evidence-based after implementation. / 1 / 2 / 3 / 4 / 5
19. It is important to demonstrate to teachers, parents, and yourself how students have improved in a subject area over time. / 1 / 2 / 3 / 4 / 5
20. A student’s rate of improvement over time is important to know before making individual educational decisions. / 1 / 2 / 3 / 4 / 5
21. It is necessary to approach individual or classroom problems using a scientific problem-solving method. / 1 / 2 / 3 / 4 / 5
22. It is important to know that the intervention used for an academic problem is effective. / 1 / 2 / 3 / 4 / 5
23. It is important to know that the intervention used for a behavioral problem is effective. / 1 / 2 / 3 / 4 / 5
24. Early identification of students who are falling behind their peers is important. / 1 / 2 / 3 / 4 / 5
25. Interventions are likely to be more effective when they are implemented earlier than later. / 1 / 2 / 3 / 4 / 5
26. Early Identification Services (EIS) are more effective for students in lower grade levels (K-3) rather than upper grade levels (4-12). / 1 / 2 / 3 / 4 / 5
27. It is reasonable for teachers to collect screenings on general education students three times per year. / 1 / 2 / 3 / 4 / 5
28. It is reasonable for teachers to collect screenings on students with selected options (Tier II) once a month. / 1 / 2 / 3 / 4 / 5
29. It is reasonable for teachers to collect screenings on students with targeted options (Tier III) once a week. / 1 / 2 / 3 / 4 / 5
30. Schools have the capacity to develop effective multi-tiered intervention programs. / 1 / 2 / 3 / 4 / 5
31. It is important that teachers have students participate in targeted options before referral for special education. / 1 / 2 / 3 / 4 / 5
32. Educational decision-makers obtained quality input from teachers before implementing particular initiatives (e.g., EOCA, REACh). / 1 / 2 / 3 / 4 / 5
1
Strongly
Disagree / 2
Disagree / 3
Neutral / 4
Agree / 5
Strongly
Agree
33. Federal and state educational decision makers have a good understanding of the impact of educational mandates on teachers. / 1 / 2 / 3 / 4 / 5
34. Federal and state educational decision makers have a good understanding of the impact of educational mandates on students. / 1 / 2 / 3 / 4 / 5
35. There has been adequate communication between school districts and educational decision makers regarding implementation of RtI. / 1 / 2 / 3 / 4 / 5
36. The use of special education federal funds to improve educational performance through preventative programs for children at-risk is an effective use of those funds. / 1 / 2 / 3 / 4 / 5
37. DPI has an understanding of what support teachers need in order to succeed in implementing RtI. / 1 / 2 / 3 / 4 / 5
38. My school district’s administration supports implementing RtI. / 1 / 2 / 3 / 4 / 5
39. My school district’s teachers support implementing RtI. / 1 / 2 / 3 / 4 / 5
40. My school district’s pupil services professionals support implementing RtI. / 1 / 2 / 3 / 4 / 5
41. Interdisciplinary collaboration is critical in order for RTI to succeed. / 1 / 2 / 3 / 4 / 5
42. I received pre-service educational interdisciplinary experiences during educational training. / 1 / 2 / 3 / 4 / 5
43. Currently, interdisciplinary collaboration is an important component within my school. / 1 / 2 / 3 / 4 / 5
44. The importance of interdisciplinary collaboration in schools will increase in the future. / 1 / 2 / 3 / 4 / 5
45. The potential result of RtI is likely to benefit all students. / 1 / 2 / 3 / 4 / 5
46. Even if RtI is implemented it is unlikely student outcomes will be improved. / 1 / 2 / 3 / 4 / 5
47. The implementation of RtI will likely lower special education referrals. / 1 / 2 / 3 / 4 / 5
48. For RtI to be effective, teachers will need additional classroom-level support. / 1 / 2 / 3 / 4 / 5
49. Because of RtI, time will be taken away from typical teacher responsibilities (e.g., lesson preparation and instruction) in order to fulfill new roles. / 1 / 2 / 3 / 4 / 5
1
Strongly
Disagree / 2
Disagree / 3
Neutral / 4
Agree / 5
Strongly
Agree
50. RtI may potentially benefit students at-risk at the expense of other students. / 1 / 2 / 3 / 4 / 5
51. In order to function effectively with RtI, teachers will need additional in-service preparation and training. / 1 / 2 / 3 / 4 / 5
52. In order for pre-service teachers to function effectively with RtI, they should receive training at the university level.
53. I expect training and information received from the state to be effective in supporting educators in implementing RtI. / 1 / 2 / 3 / 4 / 5
Please answer these questions as a teacher in the school system:
1
Strongly
Disagree / 2
Disagree / 3
Neutral / 4
Agree / 5
Strongly
Agree
As a teacher under RtI, I will be responsible for:
54. Providing general education to students without disabilities. / 1 / 2 / 3 / 4 / 5
55. Providing general education to student with disabilities / 1 / 2 / 3 / 4 / 5
56. Data collection through progress monitoring and curriculum based measures. / 1 / 2 / 3 / 4 / 5
57. Analysis and interpretation of student data. / 1 / 2 / 3 / 4 / 5
58. Conducting structured classroom observations of students. / 1 / 2 / 3 / 4 / 5
59. Developing academic interventions. / 1 / 2 / 3 / 4 / 5
60. Developing behavior interventions. / 1 / 2 / 3 / 4 / 5
61. Providing small group academic interventions. / 1 / 2 / 3 / 4 / 5
62. Providing small group behavior interventions. / 1 / 2 / 3 / 4 / 5
63. Collaboration with special education. / 1 / 2 / 3 / 4 / 5
64. Collaboration with other related services (speech/language, occupational therapy, reading specialist, etc.) / 1 / 2 / 3 / 4 / 5
1
Strongly
Disagree / 2
Disagree / 3
Neutral / 4
Agree / 5
Strongly
Agree
65. As a teacher, RtI will increase my workload. / 1 / 2 / 3 / 4 / 5
Given my current training, knowledge, and understanding of RtI, as a teacher, I feel prepared for:
66. Providing effective research based general education curriculum to students without disabilities. / 1 / 2 / 3 / 4 / 5
67. Providing effective research based general education curriculum to students with disabilities. / 1 / 2 / 3 / 4 / 5
68. Assessing student’s achievement through progress monitoring and curriculum based measures. / 1 / 2 / 3 / 4 / 5
69. Analyzing and interpreting data to judge the magnitude of a student’s delay and placement. / 1 / 2 / 3 / 4 / 5
70. Developing research-based, academic interventions or differentiated instruction. / 1 / 2 / 3 / 4 / 5
71. Developing research-based, individualized behavior
interventions. / 1 / 2 / 3 / 4 / 5
72. Providing supplemental instruction and small group academic interventions. / 1 / 2 / 3 / 4 / 5
73. Providing individualized behavior interventions. / 1 / 2 / 3 / 4 / 5
74. Collaborating with special education to determine placement and intervention effectiveness. / 1 / 2 / 3 / 4 / 5
75. Collaborating with related services to determine placement and intervention effectiveness. / 1 / 2 / 3 / 4 / 5
76. In general, as a teacher, I feel very prepared to implement and support the RtI components mentioned above in my future teaching. / 1 / 2 / 3 / 4 / 5
Given my current schedule and responsibilities as a teacher, it is reasonable for me to:
77. Plan and provide effective research based general education to students without disabilities in my teaching. / 1 / 2 / 3 / 4 / 5
78. Plan and provide effective research based general education to students with disabilities in my class. / 1 / 2 / 3 / 4 / 5
79. Assess all students three times per year using screening tools that take no more than 10-15 minutes. / 1 / 2 / 3 / 4 / 5
80. Assess students receiving Tier II or Tier III supplemental small group interventions once per month using progress-monitoring tools that take no more than 10-15 minutes per student. / 1 / 2 / 3 / 4 / 5
81. Analyze and interpret progress monitoring data monthly to determine placements and the effectiveness of interventions. / 1 / 2 / 3 / 4 / 5
1
Strongly
Disagree / 2
Disagree / 3
Neutral / 4
Agree / 5
Strongly
Agree
82. Conduct structured classroom observations for students receiving Tier II or Tier III once per week for 15 minutes. / 1 / 2 / 3 / 4 / 5
83. Provide supplemental instruction and small group interventions for students receiving Tier II or Tier III for 20-30 minutes four to five times per week. / 1 / 2 / 3 / 4 / 5
84. Collaborate with special education teachers and other related service professionals for one to two hours per week. / 1 / 2 / 3 / 4 / 5
85. As a teacher, I have enough time in my schedule to implement the above RtI components. / 1 / 2 / 3 / 4 / 5
86. Overall, I feel that RtI is a workable model in my school as a teacher. / 1 / 2 / 3 / 4 / 5
87. What would you need, as a teacher, to be able to implement RtI in your classroom? Please be specific) (e.g. teacher support, in-service training, etc.):
1