Urban Secondary School Administrators and Faculty Perceptions of Multitiered System of Supports/Response to Intervention

Authors

Jennifer J. Lesh, Lynn UniversityFollow
Cortney D. Roberts, Lynn UniversityFollow
Dennis Cavitt (0000-0002-0342-527X), Midwestern State University
Diana L. Morales, Lynn UniversityFollow

Document Type

Article

Publication Date

2021

DOI

https://doi.org/10.1177/01926365211060798

Abstract

MTSS promises a school-wide early warning system, high-quality instruction, and evidence-based interventions. However, research has focused mainly on the elementary level. This study examined the beliefs and perceptions of over 300 administrators and teachers currently implementing MTSS in secondary schools using survey research. Results showed that special education teachers and administrators had significantly higher MTSS/RtI beliefs and perceptions of their own academic and behavioral MTSS/RtI instructional and intervention skills. Recommendations include the need for extensive and intensive professional development, delineation of role clarity, increased fidelity of implementation, and staff accountability.

Publication

National Association of Secondary School Principals' Bulletin

Publisher

SAGE Publishing

Volume

105

Issue

4

Pages

225-249

Department

College of Education

Recommended Citation

Lesh, J. J., Roberts, C., Cavitt, D., & Morales, D. L. (2021). Urban secondary school administrators and faculty perceptions of multitiered system of supports/response to intervention. National Association of Secondary School Principals' Bulletin, 105(4), 225-249. https://doi.org/10.1177/01926365211060798