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