Response to Intervention (RtI) is a framework schools can use to organize curriculum, instruction, and assessment so all students are screened on a regular basis and those who are at-risk for not meeting standards are provided with appropriate interventions (Batsche, Kavale, & Kovaleski, 2006). This paper explored the quantitative findings from a survey of RtI implementation in one New England state. The researchers used an online platform to design a Likert style survey with 34 closed item responses as well as five qualitative questions. The survey was administered to all principals in the state and had a response rate of 62.4%. Self-reports of “full” or “partial” implementation suggested that about 75% of schools were implementing RtI; however, the results also indicated a lack of consistency across districts. Study findings pointed to the need for additional research and clarity around fidelity of implementation with RtI, specifically with regard to what practices or procedures must be in place to qualify as “full implementation” of the RtI framework. The study offers a number of recommendations for policy and practice including the need for more research and educator training about the framework.

The need for special educators who can support students with disabilities in the transition to adulthood is well documented in the literature. In this article, we will report on the program improvement efforts by one university to embed more evidence-based transition practices into their pre-service teacher preparation program with the support of a state personnel development grant. Key aspects of the program revision will be outlined and accompanied by online resources for faculty to utilize when seeking to improve their special education preparation program in the area of post-secondary transition. The pre-service teachers’ perceptions of the impact of the revision are included in the discussion; along with suggestions for future directions, research, and work in rural areas.

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