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Abstract
The purpose of this study was to investigate the relationship between school-based organizational structures that support teachers' development of Personalized Education Plans (PEPs) and their quality as written for third through fifth grade students in each of two Title I schools. A causal comparative design was implemented. Teachers' responses on a survey and the quality of PEPs gathered in each of the two schools were compared to address the following research questions: a) What are the differences in teachers' perceptions of school-based factors that support their PEP development when comparing teachers in the two Title I schools? b) What differences in the quality of PEPs exist when comparing PEP samples collected at each of the Title I schools? c) Are teachers' perceptions regarding the level of support they receive toward developing PEPs a predictor of the quality of PEPs written?