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RTI Goes to Pre-K

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Describe a conceptual framework for Recognition and Response (R&R) ... Center to be established in 2008 on RTI in early childhood funded by US DOE (IES) ... – PowerPoint PPT presentation

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Title: RTI Goes to Pre-K


1
RTI Goes to Pre-K
An Early Intervening System Called Recognition
and Response
  • Virginia Buysse
  • Ellen Peisner-Feinberg

2
  • In collaboration with
  • National Center for Learning Disabilities (NCLD)
  • National Association for the Education of Young
    Children (NAEYC)
  • Communications Consortium Media Center (CCMC)
  • With funding from Emily Hall Tremaine Foundation

3
Objectives
  1. Describe a conceptual framework for Recognition
    and Response (RR)
  2. Consider the origins of RR in RTI and existing
    tiered approaches in early childhood
  3. Identify key considerations for implementing
    evaluating RR in early childhood

4
Defining Features of RTI
  • A core curriculum effective instruction for all
    children
  • Targeted interventions for some students who meet
    screening criteria
  • Integrated system for universal screening and
    progress monitoring linked to instructional
    planning

5
Broad Support for RTI
  • Widespread local implementation in public schools
  • Additional authority under IDEA
  • National leadership
  • Evidence of the efficacy of targeted
    interventions within an RTI framework for
    school-age children (Coleman, Buysse, Neitzel,
    2006)
  • RTI offers a promising approach for improving
    program quality instruction in pre-k

6
Growing Support for RTI in Early Childhood
  • Special issue on early childhood tiered models in
    School Psychology Review (2006), Vol. 35, No. 4
  • Topics in Early Childhood Special Education
    (Winter, 2007), Vol. 27, No. 4
  • DEC brief position statement on RTI in early
    childhood (2007 DEC Communicator Vol. 13)
  • Capitol Hill Briefing RTI national summit
    presentations
  • New National Center to be established in 2008 on
    RTI in early childhood funded by US DOE (IES)

7
Existing Tiered Models in Early Childhood
  • Building Blocks (Sandall Schwartz, 2002)
  • Positive Behavioral Supports (PBS Barnett et
    al., 2006)
  • Intervention Hierarchy (Brown, Odom, Conroy,
    2001)
  • Teaching Pyramid (Hemmeter, Ostrosky, Fox, 2006)

8
Conceptual Framework for RR System
9
Recognition Screening Progress Monitoring
10
Universal Screening Progress Monitoring
  • Universal screening within first 2 months (NAEYC,
    2005) and on a set schedule after that (fall,
    winter, spring)
  • Tier 1 Do most children (70-80) meet screening
    criteria?
  • Tier 2 Some children (15-25) may need targeted
    interventions, along with progress monitoring

11
Universal Screening Progress Monitoring
  • Tier 3 A few children (5) will need more
    individualized interventions get more frequent
    progress monitoring
  • Children with identified disabilities are not
    required to go through RTI process RTI should
    not delay referral of children with suspected
    disabilities (CEC, 2007)

12
Screening Progress Monitoring Tools
  • Purpose is for instructional planning, not for
    diagnostic evaluation
  • Designed to be used repeatedly
  • Quick, easy to administer
  • Correlated with long-term educational goals not
    tied to a particular curriculum
  • Information on both level rate of growth

13
Examples of Screening Progress Monitoring
Measures in Early Childhood
  • Individual Growth Development Indicators
    (IGDIs)
  • Letter naming, picture naming, alliteration,
    rhyming
  • Get It! Got It! Go! (http//ggg.umn.edu/)

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Examples of Screening Progress Monitoring
Measures in Early Childhood
  • Math CBM (VanDerHeyden et al., 2007)
  • Counting objects, number selection, number
    naming, counting, visual discrimination
  • Note To be published in 2008

18
Response Research-Based Curricula, Intentional
Teaching, Interventions
19
What are the responses within each tier?
  • Tier 1 Core curriculum and intentional teaching
    for all children
  • Core curriculum is research-based comprehensive
    across all domains
  • May also include content-specific curricula
    (e.g., early literacy or math)
  • Intentional teaching of key content areas,
    including planning and evaluating instruction

20
What are the responses within each tier?
  • Tier 2 Explicit small group interventions
    augmented with embedded interventions
  • Explicit structured, teacher-directed,
    content-specific interventions
  • Embedded occur within daily activities, build on
    childrens strengths interests, complement
    explicit interventions

21
What are the responses within each tier?
  • Tier 3 Intensive individualized interventions
  • Research-based methods for scaffolding--
    prompting, modeling, giving a directive waiting
    for a response
  • Within the context of explicit approaches under
    Tier 2
  • Continue use of embedded interventions

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24
Effectiveness Ratings for Early Childhood
Interventions
25
An Example of a Tier 2 Intervention
  • Read It Again! (Justice, McGinty, Beckman,
    Kilday, 2006)
  • Language literacy supplement for pre-k
    programs
  • Guidelines for implementing lessons (before,
    during, after reading)
  • Repeated use of storybooks, picture cards,
    other literacy materials
  • Repetition of key concepts
  • Appropriate for small groups

26
An Example of a Tier 2 Intervention
  • Four domains of learning vocabulary, narrative,
    phonological awareness, print/alphabet
    knowledge
  • Consists of 60 lessons, each addressing multiple
    domains (20 min/lesson)
  • Preliminary research evidence of efficacy in
    pre-k (Justice et al., 2007)

27
Collaborative Problem-Solving Process
28
Steps in Problem-Solving
  • May involve teachers, parents, specialists
  • Establish desired outcomes
  • Interpret assessment results
  • Implement interventions
  • Evaluate adjust

29
Next Steps A Pilot Study of RR
  • Piloting RR in two states in 20-40 pre-k classes
  • Intervention package
  • Implementation based on the RR manual
  • An existing assessment system and language
    literacy intervention
  • Problem-solving component

30
Next Steps A Pilot Study of RR
  • Professional development to ensure acquisition of
    knowledge skills
  • Linked to manualized RR framework and curriculum
    assessment materials
  • Full-day institutes
  • Individualized consultation support
  • Community of practice meetings

31
Next Steps A Pilot Study of RR
  • Research questions
  • Can teachers implement the RR system with
    fidelity?
  • Do teachers find the RR system acceptable and
    useful?
  • Is there evidence that RR is beneficial in
    promoting the development of children with
    learning difficulties?

32
Future Considerations
  • How should RR be adapted for diverse learners
    (e.g., ELLs, children with disabilities)?
  • How can RR be implemented across multiple
    domains of development learning?
  • Need more evidence-based pre-k interventions
    linked to assessments for use in RR
  • What infrastructure could best support RR?

33
www.recognitionandresponse.org
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