A Longitudinal Analysis of the Relations Among Professional Development, Educators’ Beliefs and Perceived Skills, and Response-to-Intervention Implementation

2017 ◽  
Vol 28 (4) ◽  
pp. 413-444 ◽  
Author(s):  
Jose M. Castillo ◽  
Joy H. Wang ◽  
Julie G. Daye ◽  
Kai Zhuang Shum ◽  
Amanda L. March
Keyword(s):  
Professional Development ◽  
Response To Intervention ◽  
Longitudinal Analysis ◽  
Intervention Implementation

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.

scholarly journals Elementary teacher’s knowledge of response to intervention implementation: a preliminary factor analysis

2019 ◽  
Vol 69 (1) ◽  
pp. 34-53 ◽  
Author(s):  
Stephanie Al Otaiba ◽  
Kristi Baker ◽  
Patrick Lan ◽  
Jill Allor ◽  
Brenna Rivas ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Response To Intervention ◽  
Intervention Implementation ◽  
Teacher's Knowledge

Relationships Between Ongoing Professional Development and Educators' Beliefs Relative to Response to Intervention

2016 ◽  
Vol 32 (4) ◽  
pp. 287-312 ◽  
Author(s):  
Jose M. Castillo ◽  
Amanda L. March ◽  
Sim Yin Tan ◽  
Kevin M. Stockslager ◽  
Amber Brundage
Keyword(s):  
Professional Development ◽  
Response To Intervention

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.

Sign in / Sign up

Export Citation Format

Share Document