Bringing Response to Intervention and Professional Development Together
Datum
2021-09-13
Autor:innen
Zeitschriftentitel
ISSN der Zeitschrift
Bandtitel
Verlag
University of Oregon
Zusammenfassung
This descriptive, exploratory case study examined changes in teacher understanding and practice after completing fourteen online, self-paced professional development modules. The modules included instruction on response to intervention, data-based decision making, and reading instruction from the easyCBM® Data for RTI project. The two-year study included 39 kindergarten through fifth grade teachers and two elementary school reading specialists from a semi-rural school district in the Pacific Northwest. Some participants completed the training twice, returning as repeat participants in the second year. Data were collected via pre- and post-tests of the T-RTI (a test of teacher knowledge and skills related to the implementation of Response to Intervention), focus groups, and repeated surveys made up of open-ended narrative-response questions. Teacher response to the format and content of the lessons was overwhelmingly positive, and they recommended that all school staff complete the professional development to improve instruction and provide common language and understanding of response to intervention in schools. Recommendations for future research include examining the connection between teacher completion of the lessons and student outcomes.
Beschreibung
Schlagwörter
Data-Based Decision Making, Professional Development, Reading, Response to Intervention