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Reports & Research

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    Spring 2021 Educator Survey Report

    COVID 19 Challenges and Pressing Needs Facing Teachers Report

    Take a peek at our final and official spring 2021 educator survey report prepared by Dr. Corinne Martinez, Dr. Diana Porras, and Analía Cabral!  

    In this report, authors examine the challenges respondents encountered during the abrupt transition to remote learning, the urgent needs they are currently facing as they transition again, and their access to critical resources at this time. Authors draw on results to discuss how school leaders could better support teachers and what respondents feel still needs to be understood about their new reality. The results reveal strong calls for educators to be included in the decision-making processes that impact school policies and practices. There is also consistent agreement across grade levels and school types that students’ emotional well-being must be supported as school communities return to in-person or hybrid instruction.  Moreover, survey results suggest teachers need access to meaningful professional development to support the academic and mental health needs of students.

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    CCOG Research Spotlight: Park et al 2021

    The Evolution of Response-to-Intervention Continuities and Disruptions in the Past, Present, and Future

    The Evolution of Response-to-Intervention Continuities and Disruptions in the Past, Present, and Future by Vicki Park, Douglas Fisher, and Nancy Frey

    Abstract: This chapter traces the evolution of Response-to-Intervention (RTI) in the United States, focusing on the discourses that undergird its conceptualization in implementation and scholarship. Discourse on RTI began with concerns about student equity in special education. Its early conceptualization focused on mitigating the problematic nature of the special education designation process and attempted to shift the practice to providing early intervention supports within the general education setting. Current practices and perspectives continue to build on medical models of intervention and implementation approaches rooted in technical rational methods. Critiques about RTI research and practice reflect broader analyses of policy implementation and large-scale school reforms described as overemphasizing the technical dimensions of change and underestimating the influence of the socio-cultural, cognitive, and political contexts.