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RTI Goes to Pre-K Virginia Buysse Ellen Peisner-Feinberg Virginia Buysse Ellen Peisner-Feinberg An Early Intervening System Called Recognition and Response.

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Presentation on theme: "RTI Goes to Pre-K Virginia Buysse Ellen Peisner-Feinberg Virginia Buysse Ellen Peisner-Feinberg An Early Intervening System Called Recognition and Response."— Presentation transcript:

1 RTI Goes to Pre-K Virginia Buysse Ellen Peisner-Feinberg Virginia Buysse Ellen Peisner-Feinberg An Early Intervening System Called Recognition and Response

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 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 1. Describe a conceptual framework for Recognition and Response (R&R) 2. Consider the origins of R&R in RTI and existing tiered approaches in early childhood 3. 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/)http://ggg.umn.edu/

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17 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

18 Response: Research-Based Curricula, Intentional Teaching, & Interventions

19 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

20 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

21 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

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24 Effectiveness Ratings for Early Childhood Interventions

25 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

26 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)

27 Collaborative Problem-Solving Process

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

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

30 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

31 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?

32 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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