TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 240 whereas only 46% agreed with the statement that the majority of their colleagues were in favor of RTI. While the striking majority of participants viewed RTI as informing the process of identifying students with learning disabilities (88%), only 26% agreed with the statement that RTI data are suffi- cient in determining whether or not a student has a learning disability (see Table 3). Table 3 RTI Beliefs and Practices Strongly Disagree Disagree Agree Strongly Agree Percent RTI is the best option to support struggling learners 3 22 66 9 RTI is the best option to support students with social-emotional concerns 6 45 44 5 RTI can improve academic outcomes for all students 2 22 63 13 RTI can improve behavioral outcomes for all students 3 35 53 9 RTI can inform the process of identifying students with learning disabilities 3 9 71 17 RTI data are sufficient in determining whether or not a student has a learning disability 16 58 23 3 RTI is a vehicle for promoting culturally responsive practices 5 41 49 5 My principal describes RTI in a positive manner 5 18 62 15 My principal seems highly knowledgeable about RTI 12 31 43 14 Our building-level leaders seem highly knowledgeable about RTI 10 33 45 12 RTI concerns and challenges are addressed in a positive manner 8 30 55 7 The majority of colleagues are in favor of an RTI framework 9 45 43 3 RTI is viewed as a collaborative endeavor among school professionals in my school 8 33 51 8 There are building-wide supports for collaboration within my school (e.g., common planning time, teams, etc.) 11 21 51 17