Applying RTI in the Early Childhood Setting : Assessment, Intervention and Progress Monitoring

1. Social Applying RTI in the Early Childhood Setting:Assessment, Intervention and Progress Monitoring Language Presented by: Melissa Brown and Verity Rodrigues Motor Cognitive National Association of School Psychologist Annual Convention March 3, 2009

2. Introductions • Who has traveled the longest distance? • How many of you are EC Psychologists? • What is your role in RTI?

3. Introduction Response to Intervention (RtI) through Professional Learning Communities (PLCs) in the Early Childhood Special Education Setting

4. Presentation Objectives Overview of RTI and PLC in EC setting Gain understanding of various data collection methods used in Early Childhood RtI • Universal screening in ECP RtI • Progress monitoring in ECP Rti • IEP goal updates in ECP RtI • Reflect onInterventions ImplementedthroughProblem-Solving

5. Why implement RtI in the ECP setting? ? Benefits: • We know that Early Intervention Works, and we must identify what is working • We can tailor activities to meet preschool needs • We can limit unnecessary standardized testing • Our data provides critical information in a more timely manner • We can reduce the number of students who will need special education when transitioning into kindergarten • We can assess children in more natural settings

6. Process and Outcomes of the Models Complementary Models RtI - unified system of education assumes all staff involved in meeting needs of all student PLCs - creates a collaborative culture to work together to promote success for all students

7. RtI Components • Collaborative process • Tiered system of interventions • Data driven system • Problem-solving method • Problem Identification • Problem Analysis and Plan Development • Plan Implementation • Intervention Plan Evaluation

8. PLC Components • Collaborative culture • Educators team together consistently • Professional development • Data-based decision making • Use of team guiding questions • What do we want each student to learn? • How will we know when each student has learned it? • How will we respond when a student experiences difficulty in learning?” (Rick DuFour)

9. Application of RtI in ECP RtI Leadership Team Needs Assessment Developed Assessment Plan Created Intervention Plan Prepared for Teaming Focus: assessment/intervention Early literacy skills Social and Play skills Parent-child and Teacher-child Interaction

10. Component 1: Tiered Levels of Support Language Cognitive Physical Social

11. Problem Identification Is there a problem? What is it? Problem Analysis Why is it happening? Plan Evaluation Did our plan work? Plan Development What can we do about it? RtI Essential Component 2:Problem Solving Method

12. RtI Essential Component 3:Integrated Assessment Systems We don’t want this… Assessment Instruction This is what we want... Instruction Assessment Aligning Assessment and Instruction

13. Results Monitoring Additional Assessment Instruction All Students at a grade level Individualized Intensive Individual Diagnostic Intensive 1-5% weekly Small Group Different tiated By Skill Supplemental 5-10% Group Level Assessment Behavior Academics 2 times/month Core Bench- Mark Assessment Annual Testing Universal Screening None Continue With Core Instruction Progress Reports Classroom Assessments Yearly Assessments 80-90% How Does it Fit Together? Step 2 Step 3 Step 4 Step 1

14. 1. Universal Screening/ Problem ID IGDIs Creative Curriculum Checklist Play-Based Assessment

15. Universal IGDIs Data • Individual Growth and Developmental Indicators (IGDIs) • Developed by researchers with Juniper Garden Children’s Project at University of Kansas • Curriculum Based Measures for pre-literacy skills • Picture Naming, Rhyming, Alliteration

16. Example of Picture Naming Data at Each Benchmark Period

17. Example of Classroom Data

18. Creative Curriculum Checklist • Checklist of objectives across 4 developmental domains: • Social-emotional • Physical • Cognitive • Language • Teachers rate students based on direct observations after 6 weeks in classroom

19. Play-Based Assessment • Initial assessment determining need for preschool special education services • Direct observation assessing the following developmental areas: Motor, communication, Cognitive, Emotional and social • Hearing and vision concerns are ruled out

20. Core Instruction within ECP Creative Curriculum

21. 2. Problem Analysis

22. 3. Plan Development Across Developmental Areas Varying level of intensity Vocabulary Rhyming/Beginning Sounds Language for Learning Social Skills Curriculum Parent Training Speech-language supports

23. Video Example ECP Classroom Intervention

24. 4. Progress Monitoring • IEP Goal Benchmarks • IGDIs • Creative Curriculum Checklist

25. Video Example of IGDIs

26. 5. Plan Evaluation • Teaming Process within PLC Framework • Family-Centered Services • Consultation with medical professionals • Progress monitoring data • IEP Benchmarks • Direct Observation

27. Case Example: Matching the Level of Intervention Intensity to the Level of Need

28. Case Example: Mickey • Background Info: • No prior preschool experience at age 4 • Concerns are speech and behavior • Expressive and receptive language disorder and apraxia; motor delays • Seizure disorder treated through medication • Good play skills and social skills were age appropriate • Little to no pre-academic skills • Used non-verbal language only (miming) • Issues with dental hygiene that interfered with producing sounds

29. Case Example: Mickey • Initial Screening Data: • IGDIs: Picture Naming = 0 (mimed and made sounds for train and motion for hammer) • Play-Based Assessment areas of need: • Social-Emotional: Attention span • Pre-academic skills: colors, shapes, numbers, vocabulary • Motor: Fine motor, using a pencil • Cognitive and Play: Strength areas • Creative Curriculum: Rated after 6 weeks in classroom and again at transition out of program

30. Case Example: Mickey • Interventions Received: • Individual speech-language therapy • Weekly PLC team meetings • Pre-academic skills and preschool vocabulary • Occupational therapy • Treatment for seizure disorder • Dental hygiene

31. Case Example: Mickey • Progress Monitoring: • Weekly direct observation of engagement during whole group story-time • IGDIs Picture Naming • IEP Goals (ex. percent correct on vocabulary themes (speech-language)

32. Mickey’s Progress Monitoring Data

33. Teaming What have we learned? 1. Gaining Knowledge of RtI/PLC 2. Learning assessment skills 3. Finding instructional planning ideas Barriers that still exist 1. Team responsibilities and roles 2. Teaming across tiers Future Teaming Plans

34. Resources! Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid response to intervention. Solution Tree: Bloomington, IN. Creative Curriculum: www.creativecurriculum.net Individual Growth and Development Indicators (IGDIs): www.igdi.ku.edu Presenters: Verity Levitt Rodrigues, PhD: vrodrigues@glenview34.org Melissa Brown, PhD: mebrown@glenview34.org