Effect of school level on teacher perceptions of SST/RTI effectiveness (K--12), within a northwest Georgia school system.

摘要

The purpose of this causal-comparative study is to evaluate the effect of school level (primary, elementary, middle, and high school) on teacher perceptions of Student Support Team and Response to Intervention within a Northwest Georgia school system. Understanding these differences in perceptions will allow educational leaders to create meaningful staff development for mandated programs for all certified staff. This study will utilize demographic information, 21 survey questions, and two multiple-choice questions to analyze the differences in perceptions among primary, elementary, middle, and high school certified staff in regards to SST and RTI. Analysis will involve the use of an ANOVA to compare means within different school-level groups. Analyses will help to answer four research questions: Is there a significant difference between perceptions of SST/RTI in relation to (a) familiarity of SST/RTI; (b) adequacy of training of SST/RTI; (c) effectiveness of SST/RTI for struggling students; and (d) relationship between SST, RTI, and special education due to teacher school level (primary, elementary, middle, and high school). Results will be useful in guiding administrators in future staff development and implementation of RTI and SST programs in Georgia schools at all levels.