RTI Services for Children With Mild Articulation Needs: Four Years of Data

2008 ◽  
Vol 9 (3) ◽  
pp. 104-110 ◽  
Author(s):  
Jennifer Taps
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Response To Intervention ◽  
General Education ◽  
San Diego ◽  
Speech Language Pathologists ◽  
Class Model ◽  
Resource Center ◽  
Gradual Shift ◽  
Education Data

Abstract This article summarizes 4 years of data from San Diego Unified School District's Speech Improvement Class model for students with mild articulation needs. The district made a gradual shift from special education to general education. Data demonstrate that most students complete the class in 17-20 treatment hours. Three factors have been fundamental to the success of this program: the Articulation Resource Center, ongoing professional development, and a well-defined set of procedures. Challenges and concerns are also discussed. Overall, speech-language pathologists in San Diego Unified are implementing this class effectively and have branched out into other response to intervention supports.

Leveraging Professional Development to Prepare General and Special Education Teachers to Teach within Response to Intervention Frameworks

2020 ◽  
pp. 143-162
Author(s):  
Amber Elizabeth Benedict ◽  
Mary T. Brownell ◽  
Cynthia C. Griffin ◽  
Jun Wang ◽  
Jonte A Myers
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Response To Intervention ◽  
Special Education Teachers ◽  
Shared Knowledge ◽  
Instructional Systems

This chapter examines the role professional development (PD) plays in preparing teachers to teach within Response to Intervention (RTI) frameworks, and how future PD efforts might be leveraged to strengthen the preparation of general and special education teachers to coordinate instruction and teach more effectively within multi-tiered instructional systems. This chapter highlights two PD approaches that directly address these issues. Prime Online and Project InSync are two PD innovations that have specifically addressed how PD can be designed to support general and special education teachers in deepening their shared knowledge and improving their ability to enact coordinated instruction across instructional tiers within RTI frameworks.

Continuing professional development for physical education teachers in Europe

2020 ◽  
Vol 27 (1) ◽  
pp. 150-167
Author(s):  
Deborah Tannehill ◽  
Giyasettin Demirhan ◽  
Petra Čaplová ◽  
Züleyha Avsar
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
General Education ◽  
Comparative Education ◽  
Continuing Professional Development ◽  
European Countries ◽  
Current Status ◽  
Physical Education Teachers ◽  
Current Trends ◽  
Education Data

This paper reports on an investigation examining provision of physical education continuing professional development (CPD) in European countries undertaken to identify the types of practices being employed. We begin by providing a brief overview of what we currently know about CPD internationally in general education and physical education. Data are reported to reflect Parker and Patton’s (2017) key characteristics of CPD that highlight effective CPD, summarise current trends and issues in physical education, and are intended to serve as a guide to how teachers learn and how they might be better served in that learning in these European countries. Studying current practices in CPD provision identified in this study provided modest insight to inform teacher education programmes and CPD providers on the current status of physical education CPD currently being employed in Europe. We propose these findings might inform international and comparative education with respect to CPD and set the foundation for physical education colleagues in Europe to develop a CPD network where endeavours such as sharing of CPD practices, engaging in discussion of those practices, and the design of collaborative research on such CPD practices are based.

Response to Intervention

Education ◽  
2013 ◽  
Author(s):  
Amy Eppolito ◽  
Kathryn White ◽  
Janette Klingner
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Learning Disabilities ◽  
Response To Intervention ◽  
General Education ◽  
Progress Monitoring ◽  
The United States ◽  
Data Driven ◽  
Data Driven Decision Making ◽  
Rti Model

Response to intervention (RTI) is a comprehensive, systematic approach to teaching and learning designed to monitor academic and behavioral progress for all students, provide early interventions of increasing intensity to struggling learners, and potentially identify learners with more significant learning disabilities. The model is implemented with multitiered instruction, intervention, and assessment. The key components of the RTI model include (1) high-quality instruction matched to the needs of students, (2) evidence-based interventions of increasing intensity, (3) ongoing progress monitoring, and (4) data-driven decision making. Components of the model, such as data-driven decision making and multitiered instruction, have been studied for the past few decades, but the model as an integrated whole has been developed more recently. One catalyst for increased research and interest in RTI has been a change in federal legislation in the United States. The most recent reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA) in 2004 permits the RTI model to be implemented as an alternative means to identify students with learning disabilities (LDs). These amendments to IDEA stipulate that the RTI process may be used to determine if a child is responding to research-based instruction and intervention as part of the special education evaluation process. Although driven by special education policy, RTI has been lauded as an instructional model that can improve general education overall and for special populations. However, critiques of the model argue that it has been implemented with limited research, resources, and funding and may not be valid for identifying LDs. Some experts question the psychometric validity of the model and promote using multiple forms of assessment, including more traditional standardized psycho-educational tests, in combination with RTI when evaluating students for possible LDs.

scholarly journals THE IMPACT OF AN IN-SERVICE TRAINING PROGRAM ON THE SELF-EFFICACY OF SPECIAL AND GENERAL EDUCATION TEACHERS

2015 ◽  
Vol 64 (1) ◽  
pp. 95-107
Author(s):  
Sotiria Tzivinikou
Keyword(s):  
Professional Development ◽  
Special Education ◽  
General Education ◽  
Training Program ◽  
Self Efficacy ◽  
Positive Impact ◽  
Continuing Professional Development ◽  
Educational Interventions ◽  
Service Training ◽  
The Impact

Teachers’ professional development is the key to education improvement. On that basis, the present study aimed to investigate the impact of a 6-month in-service training program in the context of the continuing professional development for educators on educational practice. The main objective of the training program was to improve the educators’ teaching skills, to enrich their practices with the most effective strategies and with the newest findings from research evidence in order to increase the quality of their educational interventions for students with special educational needs. An innovation of that program was the simultaneous training of both general and special education teachers in pairs, smoothing the dividing lines between general and special education in their daily instructional practice. The participants were 30 educators, divided into 15 pairs. Each pair was working in the same inclusive school sharing the responsibility of the educational support of a student with learning problems. The estimation of the impact of the program was investigated by measuring the educators’ increasing sense of self-efficacy in relation to their instructional skills and overall effectiveness of their educational interventions for their students with learning difficulties. A pre and post evaluation research design was employed and the findings showed that the training program had a positive impact on the educators’ self-efficacy and their effectiveness regarding collaborative educational interventions for their students. Key words: continuing professional development, in-service training, self-efficacy.

scholarly journals Alignment of School and Leadership Practices in Basic Education with Response-to-Intervention Model

2021 ◽  
Vol 2 (3) ◽  
pp. 207-211
Author(s):  
Maria Judith R. Raagas
Keyword(s):  
Professional Development ◽  
Response To Intervention ◽  
General Education ◽  
Leadership Practices ◽  
Basic Education ◽  
Quality Management System ◽  
Teaching Experience ◽  
Development Planning ◽  
Survey Questionnaire ◽  
Rti Model

This study assessed the implementation of school and leadership practices of the selected basic education schools and their alignment with the Response-to-Intervention (RTI) model components which enhanced the RTI implementation. The gaps in aligning the school and leadership practices with the RTI model were identified as concerns. As the RTI model is about preparing all students for success in their adult lives and careers, the school leaders hold a very significant position in improving the academic performance of all their learners. The study used the mixed method. The quantitative data analysis used a survey questionnaire and sent to the respondents through Google Forms. The descriptive statistics of frequency, mean and standard deviation was calculated using the IBM SPSS Statistics. For the qualitative data, an interview was conducted with the school principals, guidance counselors and selected class advisers, to clarify and support the responses in the survey questionnaire. Based on the findings, the researcher designed the contextualized RTI framework for basic education in Cebu City, Philippines. The recommendations of the study were: (1) include the RTI systems and procedures in the quality management system of the school; (2) for human resource departments and hiring committees, they should consider the qualification each potential new principal his or her previous experience working with students with special needs; (3) schools should consider providing professional development and training opportunities to principals whose sole or primary classroom teaching experience has been in general education; and, (4) for an individualized professional development planning process, principals might want to incorporate professional development opportunities that focus on leadership support for interventions. 

How Do I Work With the Reading Teacher Without Becoming One?

2009 ◽  
Vol 10 (2) ◽  
pp. 45-50 ◽  
Author(s):  
Susan E. Angel ◽  
Yolonda G. Butler ◽  
Deborah L. Cichra ◽  
Cheriee C. Moore ◽  
Judith Simonet
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Public Schools ◽  
Orange County ◽  
Speech Language Pathologists ◽  
Language Program ◽  
Language Impaired ◽  
Speech Language Pathologist ◽  
Orange County Public Schools ◽  
Reading Teacher

Abstract The Speech-Language Program of Orange County Public Schools (OCPS), Orlando, FL has provided ongoing intensive professional development and support to their speech-language pathologists to facilitate inclusive services for students who are identified as speech-language impaired. However, providing inclusive services in the general and special education classrooms often raises the question, “How should speech-language pathologists provide services in the classroom, focusing on classroom curriculum without becoming the reading teacher?” This article discusses how a speech-language pathologist differentiates his/her services from the responsibilities of the reading teacher.

scholarly journals Special Education Leadership and the Implementation of Response to Intervention

2020 ◽  
pp. 121-142
Author(s):  
Derek Cooley ◽  
Elizabeth Whitten
Keyword(s):  
Special Education ◽  
Response To Intervention ◽  
General Education ◽  
Procedural Knowledge ◽  
Special Education Administrators ◽  
High Stakes ◽  
Special Education Leadership ◽  
Idea 2004 ◽  
Effective Leaders ◽  
Education Administrators

Special education administrators provide leadership to guide the identification of learners with exceptionalities and ensure that staff working with special education students delivers instructional best practice. In order to execute these responsibilities, special education administrators must be effective leaders who collaborate with a variety of stakeholder including. Contrary to their general education counterparts, special education administrators must possess a specific body of procedural knowledge to identify low-performing groups of students. These procedures are often referred to Response to Intervention (RTI) or Multi-Tier Systems of Support (MTSS). Under IDEA (2004), students with and without disabilities can benefit from the same system of interventions and supports. This intersection has necessitated coordination of RTI models by both general and special education administrators. Special education and general education leaders will be challenged to blend models of leadership to address the high-stakes environment in our K-12 schools.

scholarly journals Montessori and Non-Montessori Early Childhood Teachers’ Attitudes Towards Inclusion and Access

2015 ◽  
Vol 1 (1) ◽  
pp. 28 ◽  
Author(s):  
Natalie Danner ◽  
Susan Fowler
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Early Childhood ◽  
Teacher Preparation ◽  
General Education ◽  
Early Childhood Teachers ◽  
Education Professional ◽  
Education Professional Development ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

<p>Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes towards including children with disabilities and providing access in their classrooms.  Both groups reported similar and positive supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts.   Implications for professional development and teacher preparation are described.</p>

scholarly journals Special Education Leadership and the Implementation of Response to Intervention

2017 ◽  
pp. 265-286
Author(s):  
Derek Cooley ◽  
Elizabeth Whitten
Keyword(s):  
Special Education ◽  
Response To Intervention ◽  
General Education ◽  
Procedural Knowledge ◽  
Special Education Administrators ◽  
High Stakes ◽  
Special Education Leadership ◽  
Idea 2004 ◽  
Effective Leaders ◽  
Education Administrators

Special education administrators provide leadership to guide the identification of learners with exceptionalities and ensure that staff working with special education students delivers instructional best practice. In order to execute these responsibilities, special education administrators must be effective leaders who collaborate with a variety of stakeholder including. Contrary to their general education counterparts, special education administrators must possess a specific body of procedural knowledge to identify low-performing groups of students. These procedures are often referred to Response to Intervention (RTI) or Multi-Tier Systems of Support (MTSS). Under IDEA (2004), students with and without disabilities can benefit from the same system of interventions and supports. This intersection has necessitated coordination of RTI models by both general and special education administrators. Special education and general education leaders will be challenged to blend models of leadership to address the high-stakes environment in our K-12 schools.

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