Devote adequate formal training time to all school staff — especially non-team classroom teachers — when implementing a decentralized service model¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The evaluation recommends that because a decentralized service model places numerous procedures and guidelines with schools, "it is imperative that adequate time and attention be devoted to this training process." Its five recommendations call for further formal training for all staff, especially those not on building teams, opportunities to become familiar with specific roles, and training emphasis on school resources and the model's collaborative, timely utility. The train-the-trainer model should be reexamined given trainers' other demanding responsibilities.

Design Implications¶

Context¶

Requirements¶

• Adequate time and attention devoted to the formal training process, given the numerous procedures and guidelines and the independence schools are expected to maintain

Constraints¶

• The report found the amount of time schools devoted to formal training was inadequate for staff to assimilate their roles, and school trainers have other demanding responsibilities limiting available time

Target Learners¶

• School principals and school-based staff (classroom teachers, special education teachers, psychologists, social workers, counselors) implementing a decentralized special education service model

Target Learning Goals¶

• Understanding roles and responsibilities in student identification, assessment, and placement under the service delivery model

Related Strategies¶

• Support gamified learning implementation with teacher training, technical preparedness, and regular tool evaluation

Examples¶

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Key Sources¶

• Tuck, Kathy D.; And Others. (1994). Training for the Special Education Service Delivery Model. Evaluation. District of Columbia Public Schools. https://eric.ed.gov/?id=ED377631