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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
RTI Goes to Pre-K

An Early Intervening System Called Recognition and Response

Virginia Buysse

Ellen Peisner-Feinberg

slide2
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

objectives
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
defining features of rti
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
broad support for rti
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
growing support for rti in early childhood
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)
existing tiered models in early childhood
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)
universal screening progress monitoring
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
universal screening progress monitoring11
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)
screening progress monitoring tools
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
examples of screening progress monitoring measures in early childhood
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/)
examples of screening progress monitoring measures in early childhood17
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
what are the responses within each tier
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
what are the responses within each tier20
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
what are the responses within each tier21
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
an example of a tier 2 intervention
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
an example of a tier 2 intervention26
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)
steps in problem solving
Steps in Problem-Solving
  • May involve teachers, parents, & specialists
  • Establish desired outcomes
  • Interpret assessment results
  • Implement interventions
  • Evaluate & adjust
next steps a pilot study of r r
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
next steps a pilot study of r r30
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
next steps a pilot study of r r31
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?
future considerations
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?
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