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RTI Goes to Pre-K

RTI Goes to Pre-K. An Early Intervening System Called Recognition and Response. Virginia Buysse Ellen Peisner -Feinberg. In collaboration with: National Center for Learning Disabilities (NCLD) National Association for the Education of Young Children (NAEYC)

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RTI Goes to Pre-K

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  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 • Describe a conceptual framework for Recognition and Response (R&R) • Consider the origins of R&R in RTI and existing tiered approaches in early childhood • Identify key considerations for implementing & evaluating R&R 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. 1[3]) • 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 R&R 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/)

  14. 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

  15. Response: Research-Based Curricula, Intentional Teaching, & Interventions

  16. 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

  17. 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 children’s strengths & interests, complement explicit interventions

  18. 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

  19. Effectiveness Ratings for Early Childhood Interventions

  20. 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

  21. 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)

  22. Collaborative Problem-Solving Process

  23. Steps in Problem-Solving • May involve teachers, parents, & specialists • Establish desired outcomes • Interpret assessment results • Implement interventions • Evaluate & adjust

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

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

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

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

  28. www.recognitionandresponse.org

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