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RTI Goes to Pre-K

RTI Goes to Pre-K. An Early Intervening System Called Recognition and Response. Virginia Buysse Jennifer Neitzel Margaret Gillis FPG Child Development Institute UNC Chapel Hill. Objectives . Describe defining features of Recognition and Response (R&R) and its origins in RTI

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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 • Jennifer Neitzel • Margaret Gillis • FPG Child Development Institute • UNC Chapel Hill

  2. Objectives • Describe defining features of Recognition and Response (R&R) and its origins in RTI • Consider universal screening and assessment as part of an integrated assessment system (recognition) • Think about organizing interventions within a three-tier model (response) • Identify six considerations related to implementing R&R in early childhood programs

  3. Who Needs Recognition & Response?

  4. Defining Features of RTI • An effective core curriculum • Standardized prevention interventions that have been validated through research • Integrated assessment system that includes universal screening and progress monitoring • Note: Some RTI models also include a problem-solving process to support data-based decision-making

  5. RTITiers

  6. Growing Support for RTI • Dominates national discussions • Widespread local implementation • Additional authority under IDEA for • Alternative method of identifying LD • Provision of “early intervening services”

  7. Emerging Body of Empirical Evidence • Research synthesis on 14 studies • Appraised quality of research methods • Supports claims that RTI is effective for identifying children with LD and ameliorating learning difficulties • Variability in definitions and implementation of RTI • Coleman, Buysse, & Neitzel, 2006

  8. Existing Multi-Tier Models in Early Childhood • Intervention hierarchy: peer relations (Brown, Odom, & Conroy, 2001) • Teaching pyramid (Fox et al., 2003) • Building Blocks (Sandall & Schwartz, 2002) • DEC Recommended Practices: Child focused interventions (Wolery, 2005)

  9. Conceptual Framework for R&R System

  10. Some Thoughts on Universal Screening • Comprehensive (all developmental domains & academic content areas) • Designed to be administered multiple times each year (fall, winter, spring) • Easy to administer, score, & interpret

  11. More Thoughts on Universal Screening • Sensitive to individual differences • Provide information on both the level and rate of growth • Related to long-term educational goals & not tied to a particular curriculum

  12. Some Questions on Universal Screening • How will results of screening be used to make educational decisions? • Will universal screening and progress monitoring rely on the same or different measures?

  13. More Questions on Universal Screening • What are the cut-points on norm-referenced measures or performance benchmarks on criterion-referenced measures for 3-5 year-olds? • What are the normative levels and rates of growth in language and literacy in pre-k children?

  14. General Outcome Measures (Curriculum Based Measures) • Correlated with long-term educational goals (e.g., literacy skills) • Measures both level and rate of growth • Not tied to a specific curriculum • Used for both screening and progress monitoring • Designed to be used multiple times throughout the year • Includes a small sample of items in key domains (easy, quick to administer)

  15. Examples of General Outcome Measures in Early Childhood • Individual Growth & Development Indicators (IGDIs) • Letter naming, picture naming, alliteration, rhyming • Get It! Got It! Go! (http://ggg.umn.edu/)

  16. Examples of General Outcome Measures in Early Childhood • Math CBM (VanDerHeyden et al., 2007) • Counting objects, number selection, number naming, counting, & visual discrimination

  17. Recognition and Response Observation & Rating Scale (RRORS)(Coleman, West, Gillis, Buysse, Stecker, & Horowitz, 2006)UNDER CONSTRUCTION

  18. Purpose • To help recognize early signs of learning difficulty in children from 3-5 year-olds • To complement other measures as part of a comprehensive screening program • To document the global observations of parents and teachers and their specific concerns in each of seven domains of learning domain (thought to be precursors of LD)

  19. Perceptual and Motor Self-Management Social and Emotional Early Math Early Literacy Receptive Language Expressive Language Organization:Seven Domains of Learning

  20. Principles for Developing the Response Manual • Merged the best aspects of general & special education • Combined the standard treatment protocol & problem-solving process from RTI • Content based on the best predictors of language & literacy skills in pre-k

  21. More Response Principles • Curricula and instructional approaches for pre-k validated through research • Methods for scaffolding learning based on empirical evidence • Balance of explicit & embedded approaches • Guidelines for implementation

  22. Marissa VignetteR&R in Early Childhood Education

  23. Support for RTI from Professional Organizations • Division for Early Childhood (DEC) • Endorsed the RTI synthesis and R&R concept paper • Invited Expert Panel on RTI at the 2007 DEC Conference • A brief position paper in DEC Communicator

  24. Support for RTI from Professional Organizations • CEC • Position paper on RTI included early childhood • NAEYC • Professional development modules on R&R for national Accreditation Standards

  25. Considerations Related to Implementing R&R • How many tiers of intervention should be used • How children are targeted for prevention intervention • The nature of the intervention • Classifying response • The nature of the multi-disciplinary evaluation prior to special education • The function and design of special education • Fuchs, Buysse, & Coleman, 2007

  26. www.recognitionandresponse.org

  27. www.recognitionandresponse.orgwww.fpg.unc.edu/~randr

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