RELATIONSHIPS BETWEEN ONGOING PROFESSIONAL DEVELOPMENT AND EDUCATORS’ PERCEIVED SKILLS RELATIVE TO RtI

Abstract

Widespread adoption of Response to Intervention (RtI) requires large numbers of educators to develop the knowledge and skills necessary to implement the model with fidelity. This study examined relationships between large‐scale professional development on RtI and educators’ perceived skills. Elementary educators (n = 4,283) from 34 pilot and 27 comparison schools in a southeastern state participated. Leadership teams composed of subsets of educators from pilot schools who were responsible for leading RtI implementation participated in 13 days of training across a 3‐year period. Additionally, job‐embedded coaching was provided to pilot school instructional educators. Results from multilevel models indicated that leadership team membership related to increases in educators’ perceptions of RtI skills applied to academics (π = .05; SE = .02; t[6,726] = 2.60; p < .05) and of data display skills (π = .07; SE = .03; t[6,678] = 2.45, p < .05). Educator participation at pilot schools that received job‐embedded coaching related to increases in perceptions of RtI skills applied to academics (β = .07; SE = .02; t[6,726] = 2.77, p < .05). Implications for future research on RtI implementation and the practice of providing large‐scale professional development focused on RtI are discussed.

Assessing the efficacy of a Tier 2 early intervention for transcription skills in Spanish elementary school students

“…RTI is dependent on several factors, which include the professional development of teachers (Castillo et al, 2016). This is particularly important in the writing area since teachers report not receiving enough training on teaching writing (Phillipakos & Moore, 2017;Troia & Graham, 2016).…”

“…One aspect to highlight in the research in Spain is that the implementation has been accompanied by the training of teachers (Jiménez et al, 2021a). According to Castillo et al (2016), teachers should be provided with professional development to achieve the following specific skills: (a) participate in decision-making based on data; (b) identify and implement practices based on empirical evidence across the different educational levels; (c) collect data to evaluate the fidelity and effectiveness of evidence-based practices; and (d) use the technology to analyze and extract data. In short, training teachers at the different levels of the RtI model is an essential requirement for its success (Berkeley et al, 2009;Fletcher & Vaughn, 2009;Mastropieri & Scruggs, 2005;Philippakos & Fitzpatrick, 2018;Reddy & Dudek, 2014).…”

Estado del arte del modelo RTI, alcances y limitaciones, a partir de los estudios empíricos publicados entre los años 2014 Y 2019 en América y España

“…En los documentos se encontró que además de aplicar RtI en matemáticas, lectura y escritura, también tenía una presencia importante en el comportamiento. Un estudio realizado con algunas escuelas piloto, 34 se centraron en alguna área de contenido académico, mientras que menos de 10 se enfocaron en comportamiento (Castillo, March, Tan, Stockslager, Brundage, Mccullough y Sabnis, 2016).…”

“…Sobre el capital humano se detectaron fallas que afectaron la implementación del modelo, por un lado, se encontró resistencia de algunos miembros del personal escolar para cambiar sus prácticas instructivas y adecuarlas a lo que proponía RtI en sus instituciones (Marrs & Little, 2014). Por otro lado, en los ámbitos en los que tuvo aceptación, se encontró una formación limitada de los docentes frente a conceptos básicos del modelo (Gersten et al, 2017;Fan et al,2016;Meyer & Behar-Horenstein, 2015;Hurlbut &Tunks, 2016;Regan et al, 2015;Savitz, Allington & Wilkins, 2018;King Thorius et al, 2014;Jenkins & Sekayi, 2014;Little et al, 2017;Marrs & Little, 2014); y en los lugares en los que se contempló la necesidad de formarse, la rotación del personal fue un inconveniente para desarrollar prácticas de capacitación alrededor del modelo (Castillo et al, 2016;Werts et al, 2014;.…”