The purpose of this study was to examine the role descriptive factors played in the perceptions of response to intervention (RTI) implementation success, challenges, and self‐efficacy in a large Midwestern school district. District staff were surveyed as part of an evaluation of RTI implementation. Factors analyzed included teacher descriptive information, RTI essential elements, and teacher self‐efficacy. Findings suggested that staff in elementary buildings rated overall success of RTI implementation higher on average than did staff in secondary buildings. This difference could be attributed to additional challenges to implementation presented by secondary building needs. In addition, no difference was found in overall elementary versus secondary staff perceptions of RTI implementation difficulty; there were, however, differences in the elements that were considered more or less difficult.

中文翻译：

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RTI实施的区域范围评估：成功，挑战和自我效能

这项研究的目的是检验描述因素在中西部大型学区对干预（RTI）实施成功，挑战和自我效能感的认知中所扮演的角色。作为对RTI实施评估的一部分，对地区工作人员进行了调查。分析的因素包括教师的描述性信息，RTI的基本要素和教师的自我效能感。调查结果表明，基本建筑物中的员工对RTI实施的总体成功评价平均高于第二建筑物中的员工。这种差异可以归因于二级建筑需求给实施带来的额外挑战。此外，基本和二级员工对RTI实施难度的认识没有差异。但是，有