Additional funding for the RTI Leadership Forum is provided by
Scantron / Spectrum K-12 Clinical Assessment group of Pearson Renaissance Learning Wilson Language Training Cambium Learning Group Winsor Learning The 95 Percent Group, Inc.
Posted By Claudia Rinaldi on Tuesday, 28 December 2010
Dear Ed, Thank you so much for your critical presentation on capacity building and sustainability of RTI. In working with districts this is a major issue that incorporates careful planning, focus, commitment and coordination from all district offices. How can professional development be planned around the tiered model to support that coherence? Can RTI professional development include all relevant areas of PD and how can that be done best? What would a 5 year plan look like?
Posted By Karen Golembeski on Wednesday, 26 January 2011
Via remarks emailed to NCLD post-Forum:
I think we need to talk more about the follow topic areas in order to round out the Forum discussion. These topic areas could be starting points for future NCLD/RTI Network resources or Forums:
Structural Intergrity
Informed Instruction
Capacity to Teach
Standard treatment protocols or problem solving models
Concern for student psychodynamic development
Deficit versus disability
Professional Roles
Clinical Judgment.
Posted By Edward Shapiro on Friday, 18 February 2011
Professional development needs to recognize that the process must be on-going, focused, and contain continual feedback/monitoring. Professional development without opportunities for school staff to practice their learning, is not very effective. The use of coaching, building capacity for sustaining practices, and the selection of targeted topics can often lead to real change in educational practice. Schools need a long-term plan that builds the sustainability structure into their professional development. Often the hardest part is to decide what NOT to do, as well as what to do.
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