Measuring Educators’ Perceptions of Their Skills Relative to Response to Intervention

Abstract

The Perceptions of RtI Skills Survey is a self-report measure that assesses educators’ perceptions of their data-based problem-solving skills—a critical element of many Response-to-Intervention (RtI) models. Confirmatory factor analysis (CFA) was used to evaluate the underlying factor structure of this tool. Educators from 68 (n = 2,397) and 60 (n = 1,961) schools in a southeastern state participated during the spring of 2008 and spring of 2010, respectively. Results supported a correlated three-factor model with the following dimensions: Perceptions of RtI Skills Applied to Academic Content, Perceptions of RtI Skills Applied to Behavior Content, and Perceptions of Data Display Skills. Internal consistency estimates for all factors exceeded .90. In addition, significant associations between factor scores and data-based problem-solving fidelity at Tiers I and II were found. Implications for educators facilitating RtI implementation are discussed.

Exploratory factor analysis, reliability, and validity of the interventionist knowledge and skills survey

“…Although Blum and Cheny (2009) | 653 implementation fidelity. Castillo et al (2016) found low to moderate correlations between the PRSS and implementation checklists at Tiers 1 and 2, though more work is clearly needed in this area.…”

“…Confirmatory factor analysis revealed five factors with adequate to high internal consistency: Specialized Behavior Supports and Practices (α = 0.86), Targeted Intervention Supports and Practices (α = 0.87), Schoolwide PBS Practices (α = 0.86), Individualized Curriculum Supports (α = 0.84), and Positive Classroom Supports and Practices (α = 0.82). Castillo et al (2010Castillo et al ( , 2012Castillo et al ( , 2016 created the Perception of RTI Skills Survey (PRSS) as an assessment for educators working in schools using a three-tiered system of intervention supports. The PRSS is a self-report tool of educators' problem-solving skills.…”

“…and Castillo et al (2016) focused primarily or exclusively on teachers, this study, like Olsen et al, included school service professionals. Considering that many school psychologists and school counselors may serve more as…”

Factors Related to Data-Based Decision-Making: Examining Experience, Professional Development, and the Mediating Effect of Confidence on Teacher Graph Literacy

“…A better understanding of the role that confidence plays in DBDM is critical because of its influence on teacher use of data to inform instruction. Teachers’ perceived ability and confidence can directly relate to their data use (Castillo et al, 2016a). Indeed, several studies have shown that a lack of confidence significantly contributes to the use, or nonuse, of student data (Datnow & Hubbard, 2016; van Geel et al, 2017).…”

“…PD also impacts teachers’ confidence (Coburn & Turner, 2011; Levy-Vered & Nasser-Abu Alhija, 2015). Castillo and colleagues conducted a series of studies examining the relation of PD and teacher confidence and perceptions and found that PD has a positive impact on teachers’ confidence when it comes to assessment practices and data use (Castillo et al, 2016a; Castillo et al, 2016b; Castillo et al, 2018). Gotch and McLean (2019) found that even though knowledge did not increase following PD, teachers’ confidence did.…”