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

Jennifer J. Lesh; Cortney D. Roberts; Dennis Cavitt; Diana L. Morales

doi:10.1177/01926365211060798

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

Jennifer J. Lesh^*, Cortney D. Roberts, Dennis Cavitt, Diana L. Morales

^*Corresponding author for this work

Midwestern State University

Research output: Contribution to journal › Article › peer-review

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.

Original language	American English
Pages (from-to)	225-249
Number of pages	25
Journal	NASSP Bulletin
Volume	105
Issue number	4
DOIs	https://doi.org/10.1177/01926365211060798
State	Published - Dec 2021

Bibliographical note

Publisher Copyright:
© 2021 SAGE Publications.

ASJC Scopus Subject Areas

Education

Keywords

MTSS staff roles
guidance counselors
multitiered system of supports
psychologists
response to intervention
secondary administrators
secondary teachers

Access to Document

10.1177/01926365211060798License: Unspecified

http://spiral.lynn.edu/facpubs/1000

Cite this

@article{37c1becd86474b29a72fea35c4be3327,

title = "Urban Secondary School Administrators and Faculty Perceptions of Multitiered System of Supports/Response to Intervention",

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.",

keywords = "MTSS staff roles, guidance counselors, multitiered system of supports, psychologists, response to intervention, secondary administrators, secondary teachers",

author = "Lesh, {Jennifer J.} and Roberts, {Cortney D.} and Dennis Cavitt and Morales, {Diana L.}",

note = "Publisher Copyright: {\textcopyright} 2021 SAGE Publications.",

year = "2021",

month = dec,

doi = "10.1177/01926365211060798",

language = "American English",

volume = "105",

pages = "225--249",

journal = "NASSP Bulletin",

publisher = "SAGE Publications, Ltd.",

number = "4",

}

TY - JOUR

T1 - Urban Secondary School Administrators and Faculty Perceptions of Multitiered System of Supports/Response to Intervention

AU - Lesh, Jennifer J.

AU - Roberts, Cortney D.

AU - Cavitt, Dennis

AU - Morales, Diana L.

PY - 2021/12

Y1 - 2021/12

N2 - 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.

AB - 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.

KW - MTSS staff roles

KW - guidance counselors

KW - multitiered system of supports

KW - psychologists

KW - response to intervention

KW - secondary administrators

KW - secondary teachers

UR - http://www.scopus.com/inward/record.url?scp=85119428037&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85119428037&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/c154f96c-e88e-3ea8-8a9b-a791e07218c1/

U2 - 10.1177/01926365211060798

DO - 10.1177/01926365211060798

M3 - Article

VL - 105

SP - 225

EP - 249

JO - NASSP Bulletin

JF - NASSP Bulletin

IS - 4

ER -

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

Abstract

Bibliographical note

ASJC Scopus Subject Areas

Keywords

Access to Document

Other files and links

Cite this