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.

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

2016 ◽  
pp. 42-61 ◽  
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.

Implementing Project SIED

2016 ◽  
Vol 32 (1) ◽  
pp. 12-22 ◽  
Author(s):  
Matthew M. Schmidt ◽  
Meng-Fen Grace Lin ◽  
Seungoh Paek ◽  
Ashley MacSuga-Gage ◽  
Nicholas A. Gage
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Special Education ◽  
Mobile Devices ◽  
Special Education Teachers ◽  
Decision Making Process ◽  
Traditional Technology ◽  
Comfort Levels ◽  
Mobile Software ◽  
Future Plans

The worldwide explosion in popularity of mobile devices has created a dramatic increase in mobile software (apps) that are quick and easy to find and install, cheap, disposable, and usually single purpose. Hence, teachers need an equally streamlined and simplified decision-making process to help them identify educational apps—an approach that differs from traditional technology decision-making approaches that are cumbersome and require significant time, resources, and effort. Project Software Identification and Evaluation for Decision-Making (SIED) attempts to fill this gap. In this article, we describe Project SIED, how we designed a series of professional development workshops for in-service special education teachers based on Project SIED, and the evaluation outcomes of the workshops. Results suggest that workshops were successful from in-service special education teachers’ self-reported confidence and comfort levels. Limitations and future plans are discussed.

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.

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