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Professional Development for Response to Intervention

January 20, 2009

Professional development and training in prevention and intervention programs and Response-to-Intervention (RTI) should be considered a function of the educational process along with schedules, structures for collaboration, curriculum selection, and instructional leadership. Thomas Kratochwill and colleagues find that to successfully realize the potential student benefits that multi-tiered prevention models and RTI promise, educators will need to adopt professional development models that demonstrate in research that they can support systemic change. So a high priority in research is to examine alternative models of professional development and examine their sustainability and integrity of evidence-based practices. More about Kratochwill's work is available here.