An Investigation of RtI/MTSS Knowledge, Skill, and Confidence Within Teacher Education

Abstract

Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS) are methods for meeting the needs of all students in the United States and other countries throughout the world. The purpose of this study was to assess preservice teachers’ knowledge of and confidence in RtI/MTSS implementation and assess faculty knowledge and integration of this content into the teacher education curriculum. Participants were preservice teachers and faculty members of the same Midwestern University. Implications for in-service training and teacher preparation programs are discussed in light of the findings.