This mixed methods study explored elementary and secondary educators’ perceptions of their school district’s responsiveness to intervention (RTI) initiative. Teachers and administrators were surveyed regarding (a) the perceived feasibility and effectiveness of educational practices that are inherent within RTI models, (b) perceived knowledge of basic RTI concepts, and (c) perceived preparedness to implement specific components of RTI within their district. A majority of respondents reported that educational practices common to RTI models (e.g., progress monitoring, evidence-based instruction) were both feasible for the classroom and effectively implemented at their school. In addition, most understood the basic principles of RTI. However, responses indicated that educators need more specific guidance about how to implement. Lack of understanding of RTI and need for guidance for implementation were particularly pronounced at the high school level. Findings from the current study are consistent with the existing RTI literature. We conclude with recommendations for professional development of RTI and implications for practice specifically at the secondary level.
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