HAWAII TEACHER IMPLEMENTATION OF RtI

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As you and your school staff implement RtI, we want to learn from and with you, as well as support your implementation. Please answer these questions to the best of your ability, responding with the first answers that come to mind. Your identity will not be revealed. The group results will be shared with your school.

Thank you!

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I believe:

  Strongly Disagree Disagree Neutral Agree Strongly Agree
1. All students can learn.
2. I understand the purpose of RtI.
3. I know the essential components of RtI.
4. I can describe the essential components of our RtI process.
5. I can describe how RtI fits into our school vision.
6. RtI is useful in determining eligibility for special education.
7. RtI results in fewer students being identified for special education.
8. RtI will help all my students in my classroom.
9. RtI is helpful to teachers.
10. Using RtI will decrease academic difficulties in the classroom.
11. Using RtI will decrease behavior difficulties in the classroom.
12. I need additional training in RtI.
13. General education and special education must work together to support RtI implementation.

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Concerning the components of RtI, I believe:

  Strongly Disagree Disagree Neutral Agree Strongly Agree
14. Core instruction should be effective enough to result in 80% of my students achieving grade level.
15. The primary function of interventions is to ensure that students meet grade level standards.
16. Students with high-incidence disabilities (e.g., Specific Learning Disabilities, Emotional and Behavior Disorders) are capable of achieving grade level standards.
17. The severity of a student’s academic problem is determined not by how far behind the student is in terms of her/his academic performance but by how quickly the student responds to intervention.
18. The severity of a student’s behavioral problem is determined not by how far behind the student is in terms of her/his behavioral performance but by how quickly the student responds to intervention.
19. A student’s parent (guardian) should be involved in the problem-solving process as soon as a teacher has a concern about a student.
20. We get our parents (guardians) involved in the problem-solving process as soon as there is a concern about a student.
21. Students respond better to interventions when their parents (guardians) are involved in the development and implementation of those interventions.
22. Our parents (guardians) get involved in the development and implementation of those interventions.
23. The purpose of assessment is to provide information for designing effective instruction.
24. The purpose of assessment is to measure effectiveness of instruction/intervention.
25. Students learn best when in mixed ability groups.
26. Classrooms where students are engaged through effective instructional practices have fewer behavioral issues.
27. Interventions for behavior problems should follow the same process as interventions for academic problems.

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I have the skills to:

  Strongly Disagree Disagree Neutral Agree Strongly Agree
28. Use data to group students.
29. Move students between groups as needed for optimal learning outcomes.
30. Determine if there is acceptable response to intervention based on progress monitoring data.
31. Determine if there is a need for change of intervention based on progress monitoring data.
32. Differentiate instruction to meet the instructional needs of most of my students.
33. Provide feedback to colleagues regarding student performance seen in the data.
34. Accept feedback from colleagues regarding student performance seen in data.

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* Comments?

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How helpful would the following be for implementing RtI?

  Definitely Would Not Be Helpful Not So Helpful Neither Helpful Nor Unhelpful Helpful Extremely Helpful
35. Clarification of what RtI should look like in my classroom.
36. Attending a workshop on implementing RtI.
37. Staff meeting on implementing RtI.
38. Grade-level-team meetings about the data.
39. Classroom observations with coaching.
40. Learning effective grouping practices for the classroom, using data.
41. Understanding how to use information from assessments to design instruction.
42. Understanding how to use information from assessments to design interventions.
43. Identifying which assessment data is priority for designing interventions at my grade level.
44. Cross-grade-level articulation of RtI practices.
45. RtI check-in during the year: How are things going?

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* Comments?

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* 46. How did you learn about RtI and its components? (Check all that apply.)

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* Other detail (from question above)?

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* Comments?

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* 47. Moving forward, what ONE thing would help you the most?

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* Other detail (from question above)?

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* 48. What are the benefits of RtI implementation?

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* 49. What are the challenges of RtI implementation?

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* 50. What next steps are most important for your school?

DEMOGRAPHIC DATA

For each item, please select the description that applies to you.
These demographic data are used for summary analyses.
Descriptions will not be reported if groups are so small that individuals can be identified.

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* Job description:

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* Number of years in education:

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* Number of years in current position:

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* Number of years of RtI experience:

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* Degrees and Certifications (check all that apply):

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* Comments?

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