TO THE BEST OF OUR KNOWLEDGE: RtI in Early Childhood Settings

1. TO THE BEST OF OUR KNOWLEDGE: RtI in Early Childhood Settings Wisconsin Department of Public Instruction (WDPI) and the Wisconsin Response to Intervention (RtI) Center

2. Wisconsin Department of Public Instruction (WDPI) and the Wisconsin Response to Intervention (RtI) Center Developed by Gaye Tylka, Early Childhood Response to Intervention (RtI) Statewide Coordinator, CESA #4/DPI-Office of Early Learning 608.786.4844; gtylka@cesa4.k12.wi.us

3. Wisconsin Department of Public Instruction (WDPI) and the Wisconsin Response to Intervention (RtI) Center Purpose: To provide an overview of current research, trends and best practice in RtI for early childhood settings

4. Guidance From the Field … • Limited research, policies, guidelines, and resources exist to support RtI in early childhood settings; an emerging field • no specific provisions within federal legislation or national policies addressing RTI for children prior to kindergarten

5. Guidance From the Field … • ensure that RtI efforts complement effective practices and services already in place • provide additional supports for children who need them • continue to address all developmental domains (including social-emotional development and academic learning) • honor the cultural, linguistic, and developmental diversity of children and families served Response to Intervention in Early Childhood. National Professional Development Center on Inclusion (NPDCI), FPG Child Development Institute, UNC, January 2012

6. Wisconsin Framework for Response to Interventionwww.wisconsinrticenter.org • High Quality Instruction • Collaboration • Balanced Assessment • Guided by Culturally Responsive Practices • In a Multi-level System of Support

7. The WI Dept. of Public Instruction… • endorses and promotes evidence-based and developmentally appropriate curriculum and assessment practices as the foundation for RtI implementation • believes that the concepts of RtI can apply to our 4K programs and be aligned with our early childhood partners in health, mental health, home visiting, child care, Head Start, and early childhood special education.

8. Definitions … Evidence-based Practice (EBP): “a decision-making process that integrates the best available research evidence with family and professional wisdom and values” Evidence-Based Practice Empowers Early Childhood Professionals and Families, FPG Snapshot #33, Sept. 2006 http://www.fpg.unc.edu/~snapshots/snap33.pdf Buysse, V. & Wesley, P., Ed. Evidence-Based Practice in the Early Childhood Field, Zero to Three, Washington, DC, 2006http://eric.ed.gov/?id=ED500097 “scientific, research-based [tools and practices] with substantial evidence of their effectiveness through multiple outcome evaluations” (WI DPI 2011)

9. Definitions … Developmentally Appropriate Practice (DAP): The official definition requires the teacher/team to consider 3 types of information when making decisions about what and how children will learn. DAP is a framework for making decisions that reflects: • what’s appropriate for the age group • what’s appropriate for each individual child within the group • what is known about the social and cultural context in which the children live Resource: Copple, C. & Bredekamp, S.  Developmentally Appropriate Practice in Early Childhood Programs Serving Children Birth through Age 8.  NAEYC, Washington, DC, 2009

10. The WI Dept. of Public Instruction… • advises programs to deliver content-rich curriculumwith challenging but achievable goalsin ways that honor and respect the unique learning needs of young children. Using a play-based curriculum to support a child's learning is important for self regulation, as well as promoting language, cognition, and social competence. Source: The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings. WI Dept. of Public instruction, June 2012

11. Definitions … Play-based "an effective early childhood program combines both child-guided and adult-guided educational experiences… Children have significant, active roles in adult-guided experiences, and adults play intentional roles in child-guided experiences, taking advantage of both planned and unexpected learning opportunities.” Epstein, A.  The Intentional Teacher – Choosing the Best Strategies for Young Children’s Learning.  NAEYC, Washington, DC, 2007

12. Special considerations when applying the RtI model to early childhood: • The nature of young children’s development and learning often dictates a different approach than those for older students to achieve desired outcomes Source: The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings. WI Dept. of Public instruction, June 2012

13. Special considerations when applying the RtI model to early childhood: • Because areas of child development are highly interrelated and interdependent, core curriculum must address all developmental domains and content areas Source: The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings. WI Dept. of Public instruction, June 2012

14. Special considerations when applying the RtI model to early childhood: 3. Variability in the quality of learning opportunities and nurturing relationships children have access to contributes to a significantly diverse population of early learners with a wide range of needs. Source: The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings. WI Dept. of Public instruction, June 2012

15. To the Best of our Knowledge … 1. Begin with WI Model Early Learning Standards (WMELS) for curriculum development – provides developmental expectations for children birth through kindergarten 2. Align with WI Common Core State Standards (CCSS) Source: The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings. WI Dept. of Public instruction, June 2012

16. To the Best of our Knowledge … Begin with a comprehensive, evidence-based core curriculum forALLchildren. • DAP/differentiated instruction – group/individual/culture • Evidence-based Practices • Intentional teaching • PLAY as an avenue for learning • All domains of child development plus content areas • Kids with IEPs/special needs included – ALLmeansALL • Dual Language Learners (DLL) Source: The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings. WI Dept. of Public instruction, June 2012

17. Research suggests … …implementing an evidence-based core curriculum produces better outcomes for all children … and results in fewer children needing Tier 2 and 3 interventions.” Greenwood, C., et.al. The Response to Intervention (RtI) Approach in Early Childhood, Focus on Exceptional Children, vol. 43 #9, Love Publishing, 2011

18. To the Best of our Knowledge … Child assessment is essential in a high-quality early childhood program • Multiple sources/multiple measures • “Snap shots” in time and “movies” • Universal screening • Formative – Benchmark –Summative data • Authentic/Performance data • Standardized data Source: The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings. WI Dept. of Public instruction, June 2012

19. Definitions … Universal Screening A process utilizing multiple sources of information, including administration of a standardized screening tool or tools; to guide decisions about “next steps” to address individual children’s needs • to identify children with suspected disabilities (as required of public schools under IDEA Child Find) • Never provides a diagnosis • Intended to answer one question … do we need to take a closer look? • to establish a baseline for curriculum planning for a group of children • to determine how well all children are performing relative to a benchmark for a specified outcome area • can include use of curriculum-based assessments at select points across the year

20. Definitions … Progress monitoring • A process • Multiple measures (including on-going assessment practices) • Formal &/or informal • For individual child or entire class • To measure child’s progress • To assess effectiveness of teaching/interventions/challenges

21. To the Best of our Knowledge … A multi-level system of support requires a variety of instructional approaches based on individual learner needs. • Differentiated Instruction within core instruction (Tier I) • Tiered instruction – flexible small groups within daily choice time • Routines-embedded interventions

22. To the Best of our Knowledge … Science has established a strong link between social-emotional development and school success. Aligned with PBIS for younger children. For more info and training options: http://www.collaboratingpartners.com/social-emotional-competence-about.php

23. Research says kids need … • Self regulation • Focused attention • Persistence at tasks • To follow directions • To play cooperatively • Positive attitudes toward self, peers, adults … to be successful learners

24. COLLABORATION … • Professionals – within agencies and across agencies • Meaningful engagement for families • Focused on meeting the child’s needs

25. Hot off the Press …2013 Frameworks for Response to Intervention in Early Childhood: Description and Implications Division for Early Childhood of the Council for Exceptional Children (DEC) National Association for the Education of Young Children (NAEYC) National Head Start Association (NHSA)

26. Misconceptions & Misunderstandings #1: RTI requires that children go through a multi-tiered system of supports prior to being referred to special education, thereby delaying and often restricting referral to special services. “Children are not required to undergo and fail an RTI process prior to referral or evaluation for special education services.” Division for Early Childhood of the Council for Exceptional Children (DEC), National Association for the Education of Young Children (NAEYC), & National Head Start Association (NHSA). 2013. “Frameworks for Response to Intervention in Early Childhood: Description and Implications.”

27. Misconceptions & Misunderstandings • #2: RTI focuses only on academic skills. “ … matched support can be appropriately applied to outcomes from any curricular area (mathematics, literacy, and science) or developmental domain (language, social-emotional, and motor), and as such does not exclusively apply to academic outcomes.” Division for Early Childhood of the Council for Exceptional Children (DEC), National Association for the Education of Young Children (NAEYC), & National Head Start Association (NHSA). 2013. “Frameworks for Response to Intervention in Early Childhood: Description and Implications.”

28. Misconceptions & Misunderstandings • #3: RTI promotes teaching practices that are inappropriate for young children. “Concerns may arise … when the practices and principles of K–12 are pushed down and applied without consideration for the uniqueness of early childhood development and learning. “ Division for Early Childhood of the Council for Exceptional Children (DEC), National Association for the Education of Young Children (NAEYC), & National Head Start Association (NHSA). 2013. “Frameworks for Response to Intervention in Early Childhood: Description and Implications.”

29. RtI in EC Recommendations • Employ intentional teaching and developmentally appropriate practice • increase the level of support by intentionally embedding learning opportunities throughout daily routines • use a variety of materials, creating interesting and engaging environments for purposeful play and learning • support pro-social behavior Division for Early Childhood of the Council for Exceptional Children (DEC), National Association for the Education of Young Children (NAEYC), & National Head Start Association (NHSA). 2013. “Frameworks for Response to Intervention in Early Childhood: Description and Implications.”

30. Misconceptions & Misunderstandings • #4: RTI promotes the use of ability grouping, particularly in center-based programs. “At higher tiers, targeted teaching and care giving practices might be implemented in small groups. Contrary to some perceptions about grouping, this does not imply that children are separated for all teaching or that children who need additional support are isolated from peers …” Division for Early Childhood of the Council for Exceptional Children (DEC), National Association for the Education of Young Children (NAEYC), & National Head Start Association (NHSA). 2013. “Frameworks for Response to Intervention in Early Childhood: Description and Implications.”

31. Misconceptions & Misunderstandings • #5: The top tier of RTI is special education. “ … the provision of tiers of support that consist of additional, adjusted, or more intensive teaching … is not defined by a connection to special education services. Of course, through RTI - a dynamic and fluid process - data are collected to make a variety of decisions, and the data may be useful as an aid in special-education eligibility determination.” Division for Early Childhood of the Council for Exceptional Children (DEC), National Association for the Education of Young Children (NAEYC), & National Head Start Association (NHSA). 2013. “Frameworks for Response to Intervention in Early Childhood: Description and Implications.”

32. For more information: To access The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings Brief: http://www.wisconsinrticenter.org/assets/files/RtI%20Applications%20in%20EC%20Settings.pdf

33. Wisconsin Department of Public Instruction (WDPI) and the Wisconsin Response to Intervention (RtI) Center Questions, comments,or to share success stories of RtI in early childhood settings, contact: Gaye Tylka, Early Childhood (RtI) Statewide Coordinator, CESA #4/DPI-Office of Early Learning 608.786.4844; gtylka@cesa4.k12.wi.us