Electronic Journal for Inclusive Education


School systems across the United States have been required by federal laws to utilize scientific based interventions and instruction within the classroom to educate all students. Through the use of a multi-tiered model called Response to Intervention (RTI), school systems now have a model to implement the interventions within the environment. The purpose of this study was to investigate secondary teachers’ knowledge of RTI within a public school system in the southeastern United States. It is vital that the teachers and specialists who implement RTI be knowledgeable of the multi-tiered model. The teacher’s knowledge of RTI can help guide administrators and professional development personnel as they plan for future trainings and implementation of new procedures.