School of Education
Doctor of Education (EdD)
Deanna L Keith
Primary Subject Area
Education, Curriculum and Instruction; Education, General
collaborative teams, perception, Pyramid of Intervention, Response to Intervention, Student Support Team, tiered intervention
Curriculum and Instruction
The purpose of this study was to investigate teacher perceptions of Student Support Team (SST) and Response to Intervention (RTI) effectiveness. While an effective, researchbased framework is certainly paramount to the success of either endeavor, the teachers involved in the process and their perceptions directly impact the effectiveness. Teacher perceptions of their familiarity with SST and RTI, adequacy of training, qualifications to implement, the effectiveness of SST and RTI, eligibility requirements for special education, weaknesses of the frameworks, and reasons for non-referral are examined in the study. The sample population for the survey consisted of teachers (n=342) from around the state of Georgia. Results of the study indicate that just as teachers learned to utilize SST almost three decades ago to help avoid the over-identification of minority students as disabled, once again they have embraced a new framework called RTI to meet the challenge of appropriately offering intensive interventions and progress monitoring to students in need. Based on statistical analysis of this perception survey data utilizing both t-tests and ANOVA, recommendations are made to help guide administrators and professional development personnel as they plan for future training and implementation of SST and RTI procedures.