Professional Developement

Over the past few years, schools in the United States as well as the United Kingdom, have developed and researched an approach to improving the quality of education, which is based on using evidenced based classroom teaching practices and programs that are directed by ongoing assessment to address children’s needs.  This approach in the US, called “Response to Intervention”, is a three tiered approach and originally emerged as a regular education initiative (referred to in Britain as “Waves”).

The model works at three levels: first the base of effective classroom instruction and monitoring, second on small group and individual interventions within the classroom, and, finally, with individual interventions. Therefore, the approach is school and teacher based and offers a way to improve instruction for all students within the school, prevent academic failures and allow for support both within the school when possible and, when documented, more intensive help from other resources.  RTI has been found to improve the performance of all students, provide early intervention and prevention of failure for many children.

With the concept of Response to Intervention as a basis, the following three primary areas would be emphasized:

1. Learning a format for problem-solving (in order to assess children’s needs and discuss and plan interventions).
2. Learning a range of scientifically based interventions that address good teaching practices as well as common reasons for school failures.
3. Learning to use methods of assessment to monitor student’s development, behavior and academic progress.

During the training, we would address the foundation knowledge needed for good teaching practices and this information presented would then be referred to and developed in more detail throughout an academic year.

Please feel free to download the information document below for further details. For assistance, please call Contact LRC