Professional Development to Increase Problem-solving Skills in a Response to Intervention Framework

Abstract

With the latest re-authorization of the Individuals with Disabilities Education Improvement Act (IDEA, 2004), states are allowed to use a Response to Intervention (RtI) framework to determine whether students qualify for special education services. Although RtI has promise and has been implemented well with documented results, further research is needed to bring RtI to scale and to address implementation challenges surrounding the skills and knowledge needed by educators. Overall, results of the current study reveal that teacher perceptions of their ability to use data-based decision making increased after participating in the professional development. The results of this study add to the limited literature base surrounding professional development and content knowledge for successful RtI implementation.

A Survey of Response to Intervention Team Members' Effective Practices in Rural Elementary Schools

“…Their study suggested years of experience, professional background preparation, and professional development opportunities may be relative to effectively implement the RtI process and provide interventions. In addition, teacher knowledge of RtI implementation and data-based decision-making has been shown to increase after participating in professional development (Albritton & Truscott, 2014;Gravois & Rosenfield (2005). Implementation integrity is a critical issue for problem-solving RtI teams and can be attributed to lack of teacher knowledge and training of the effective practices in regard to planning interventions (Burns, Peters, & Noell, 2008).…”

Data Literacy Training for K–12 Teachers: A Meta-Analysis of the Effects on Teacher Outcomes

“…Self-efficacy and teacher beliefs measures relied on rating scales and, correspondingly, were self-reported. For self-efficacy, six studies included previously validated scales (Albritton & Truscott, 2014; Lembke et al, 2018; Reeves & Chiang, 2017, 2019; van der Scheer & Visscher, 2016), whereas three developed their own measures for the study (Chatterji et al, 2009; Cole, 2010; Rogers, 2015). The aspects of self-efficacy measured related to problem-solving (Albritton & Truscott, 2014), personal and general teaching strategies (Chatterji et al, 2009; Lembke et al, 2018; van der Scheer & Visscher, 2016), data use to inform instruction (Reeves & Chiang, 2017; Reeves & Chiang, 2019; Reeves & Honig, 2015), and measurement design (Cole, 2010; Rogers, 2015).…”

“…For self-efficacy, six studies included previously validated scales (Albritton & Truscott, 2014; Lembke et al, 2018; Reeves & Chiang, 2017, 2019; van der Scheer & Visscher, 2016), whereas three developed their own measures for the study (Chatterji et al, 2009; Cole, 2010; Rogers, 2015). The aspects of self-efficacy measured related to problem-solving (Albritton & Truscott, 2014), personal and general teaching strategies (Chatterji et al, 2009; Lembke et al, 2018; van der Scheer & Visscher, 2016), data use to inform instruction (Reeves & Chiang, 2017; Reeves & Chiang, 2019; Reeves & Honig, 2015), and measurement design (Cole, 2010; Rogers, 2015). For beliefs, four studies used previously validated scales (Castillo et al, 2016; Reeves & Chiang, 2017, 2019; Reeves & Honig, 2015), whereas four used researcher-developed measures (Chatterji et al, 2009; Cole, 2010; Förster & Souvignier, 2015; Rogers, 2015).…”

Relationship Between Systems Coaching and Problem-Solving Implementation Fidelity in a Response-to-Intervention Model

“…Recent research has provided empirical support for the relationship between educators' beliefs and skills and problem-solving fidelity in an RTI model (Albritton & Truscott, 2014;Castillo, Dedrick, et al, 2015;Castillo, March, Stockslager, & Hines, 2016). Castillo, Dedrick, and colleagues (2015) reported that educators' beliefs regarding data-based decision making, how effective Tiers I and II instruction should be, and how students with disabilities learn related to problem-solving fidelity.…”