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Applying RTI in the Early Childhood Setting: Applying RTI in the Early Childhood Setting: Assessment, Intervention and Progress Monitoring National Association.

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Presentation on theme: "Applying RTI in the Early Childhood Setting: Applying RTI in the Early Childhood Setting: Assessment, Intervention and Progress Monitoring National Association."— Presentation transcript:


2 Applying RTI in the Early Childhood Setting: Applying RTI in the Early Childhood Setting: Assessment, Intervention and Progress Monitoring National Association of School Psychologist Annual Convention March 3, 2009 Presented by: Melissa Brown and Verity Rodrigues Language Social Motor Cognitive

3 Introductions Who has traveled the longest distance? How many of you are EC Psychologists? What is your role in RTI?

4 Introduction Response to Intervention (RtI) through Professional Learning Communities (PLCs) in the Early Childhood Special Education Setting

5 Presentation Objectives Overview of RTI and PLC in EC setting Gain understanding of various data collection methods used in Early Childhood RtI Universal screening in ECP RtI Progress monitoring in ECP Rti IEP goal updates in ECP RtI Reflect on Interventions Implemented through Problem-Solving

6 Why implement RtI in the ECP setting? Benefits: We know that Early Intervention Works, and we must identify what is working We can tailor activities to meet preschool needs We can limit unnecessary standardized testing Our data provides critical information in a more timely manner We can reduce the number of students who will need special education when transitioning into kindergarten We can assess children in more natural settings

7 Process and Outcomes of the Models Complementary Models RtI - unified system of education assumes all staff involved in meeting needs of all student PLCs - creates a collaborative culture to work together to promote success for all students

8 RtI Components Collaborative process Tiered system of interventions Data driven system Problem-solving method –Problem Identification –Problem Analysis and Plan Development –Plan Implementation –Intervention Plan Evaluation

9 PLC Components Collaborative culture Educators team together consistently Professional development Data-based decision making Use of team guiding questions –What do we want each student to learn? –How will we know when each student has learned it? –How will we respond when a student experiences difficulty in learning? (Rick DuFour)

10 Application of RtI in ECP RtI Leadership Team 1.Needs Assessment 2.Developed Assessment Plan 3.Created Intervention Plan 4.Prepared for Teaming Focus: assessment/intervention –Early literacy skills –Social and Play skills –Parent-child and Teacher-child Interaction

11 Component 1: Tiered Levels of SupportLanguage Social Physical Cognitive

12 RtI Essential Component 2: Problem Solving Method Plan Evaluation Did our plan work? Plan Evaluation Did our plan work? Problem Analysis Why is it happening? Problem Analysis Why is it happening? Problem Identification Is there a problem? What is it? Problem Identification Is there a problem? What is it? Plan Development What can we do about it? Plan Development What can we do about it?

13 RtI Essential Component 3: Integrated Assessment Systems Assessment Instruction Assessment Instruction This is what we want... Aligning Assessment and Instruction We dont want this…

14 How Does it Fit Together? Additional Assessment Instruction Results Monitoring Individual Diagnostic Individualized Intensive weekly All Students at a grade level Universal Screening Bench- Mark Assessment Annual Testing Behavior Academics None Continue With Core Instruction Progress Reports Classroom Assessments Yearly Assessments Group Level Assessment Small Group Different tiated By Skill 2 times/month Step 1 Step 2Step 3Step 4 Supplemental 1-5% 5-10% 80-90% Core Intensive

15 1. Universal Screening/ Problem ID IGDIs Creative Curriculum Checklist Play-Based Assessment

16 Universal IGDIs Data Individual Growth and Developmental Indicators (IGDIs) Developed by researchers with Juniper Garden Childrens Project at University of Kansas Curriculum Based Measures for pre- literacy skills Picture Naming, Rhyming, Alliteration

17 Example of Picture Naming Data at Each Benchmark Period FallWinterSpring Absent 1725Absent

18 Example of Classroom Data

19 Creative Curriculum Checklist Checklist of objectives across 4 developmental domains: –Social-emotional –Physical –Cognitive –Language Teachers rate students based on direct observations after 6 weeks in classroom

20 Play-Based Assessment Initial assessment determining need for preschool special education services Direct observation assessing the following developmental areas: Motor, communication, Cognitive, Emotional and social Hearing and vision concerns are ruled out

21 Core Instruction within ECP Creative Curriculum

22 2. Problem Analysis

23 3. Plan Development Across Developmental Areas Varying level of intensity Vocabulary Rhyming/Beginning Sounds Language for Learning Social Skills Curriculum Parent Training Speech-language supports

24 Video Example ECP Classroom Intervention

25 4. Progress Monitoring IEP Goal Benchmarks IGDIs Creative Curriculum Checklist

26 Video Example of IGDIs

27 5. Plan Evaluation Teaming Process within PLC Framework –Family-Centered Services –Consultation with medical professionals Progress monitoring data IEP Benchmarks Direct Observation

28 Case Example: Matching the Level of Intervention Intensity to the Level of Need

29 Case Example: Mickey Background Info: –No prior preschool experience at age 4 –Concerns are speech and behavior –Expressive and receptive language disorder and apraxia; motor delays –Seizure disorder treated through medication –Good play skills and social skills were age appropriate –Little to no pre-academic skills –Used non-verbal language only (miming) –Issues with dental hygiene that interfered with producing sounds

30 Case Example: Mickey Initial Screening Data: –IGDIs: Picture Naming = 0 (mimed and made sounds for train and motion for hammer) –Play-Based Assessment areas of need: Social-Emotional: Attention span Pre-academic skills: colors, shapes, numbers, vocabulary Motor: Fine motor, using a pencil Cognitive and Play: Strength areas –Creative Curriculum: Rated after 6 weeks in classroom and again at transition out of program

31 Case Example: Mickey Interventions Received: –Individual speech-language therapy –Weekly PLC team meetings –Pre-academic skills and preschool vocabulary –Occupational therapy –Treatment for seizure disorder –Dental hygiene

32 Case Example: Mickey Progress Monitoring: –Weekly direct observation of engagement during whole group story-time –IGDIs Picture Naming –IEP Goals (ex. percent correct on vocabulary themes (speech-language)

33 Mickeys Progress Monitoring Data

34 Teaming What have we learned? 1. Gaining Knowledge of RtI/PLC 2. Learning assessment skills 3. Finding instructional planning ideas Barriers that still exist 1. Team responsibilities and roles 2. Teaming across tiers Future Teaming Plans

35 Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid response to intervention. Solution Tree: Bloomington, IN. Creative Curriculum: Individual Growth and Development Indicators (IGDIs): Presenters: Verity Levitt Rodrigues, PhD: Melissa Brown, PhD:

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