Identifying Teacher Support Mechanisms for Effective Implementation of the Responsiveness to Intervention Paradigm: An Initial Investigation

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Draper Rodriguez, C. & Ferguson, C. (2008). Identifying Teacher Support Mechanisms for Effective Implementation of the Responsiveness to Intervention Paradigm: An Initial Investigation. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 59-63). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27131.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Cathi Draper Rodriguez, Carl Ferguson, California State University, Monterey Bay, USA

Abstract

This presentation has two purposes. The first is to describe a teacher preparatory course established to train teachers to effectively monitor student progress. Within the course was an evaluation mechanism to first identify teacher needs regarding effective implementation of progress monitoring and then a process where teachers self-evaluated their skills in using CBM and identified supportive components required to successfully implement an ongoing progress monitoring system in their classroom and school. The second purpose of this presentation is to demonstrate components of the course, which focus on the use of computers to facilitate the CBM process for teachers. Teachers received instruction in CBM as well as computer programs (e.g., Yearly Progress Pro, AimsWeb, EdCheckup) that facilitated the use of CBM. Finally, the presenters will discuss how teacher educators can continue the process of ensuring efficacious teacher behaviors at the school level required within a RtI model.

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