Transcript Developing a Joint Position Statement on RTI in Early

Creating National Guidance on Response to
Intervention in Early Childhood:
Updates on the DEC/NAEYC/NHSA
Joint Position Statement
Camille Catlett
Virginia Buysse
Heidi Hollingsworth
FPG Child Development Institute
11th
May 17, 2011
National Early Childhood
Inclusion Institute
Chapel Hill, NC
Process history
Definition
Early childhood inclusion embodies the values, policies, and
practices that support the right of every infant and young
child and his or her family, regardless of ability, to participate
in a broad range of activities and contexts as full members of
families, communities, and society. The desired results of
inclusive experiences for children with and without disabilities
and their families include a sense of belonging and
membership, positive social relationships and friendships, and
development and learning to reach their full potential. The
defining features of inclusion that can be used to identify high
quality early childhood programs and services are access,
participation, and supports.
Defining features
Access – means providing a
wide range of activities and
environments for every
child by removing physical
barriers and offering
multiple ways to promote
learning and development.
Defining features
Participation – means using a range of instructional
approaches to promote engagement in play and learning
activities, and a sense of belonging for every child.
Defining features
Supports – refer to broader aspects of the system such as
professional development, incentives for inclusion, and
opportunities for communication and collaboration among
families and professionals to assure high quality inclusion.
Recommendations
1. Create high expectations for every child to reach his or
her full potential.
2. Develop a program philosophy on inclusion.
3. Establish a system of services and supports.
4. Revise program and professional standards.
5. Achieve an integrated professional development
system.
6. Revise federal and state accountability systems.
Resources
http://community.fpg.unc.edu/resources/articles/Early_Childhood_Inclusion
A new joint position statement
Origins
Key Concepts
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Framework for linking assessment with instruction
Formative assessment
Instruction and tiered interventions/supports
Collaboration and data-based decision making
New partners
• 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)
New plans
Listening sessions
Purpose
• Obtain input on key issues related to RTI-EC
• Use this information to inform the joint position
statement
Participants
• 44 states, DC, and Puerto Rico
• Variety of disciplines, professional roles, and
organizational affiliations
Procedures
• 8 listening sessions (7 face-to-face, 1 online)
• Questions posed at each session
Listening sessions: What we heard
How much RTI is occurring across the country
varies widely, but participants reported that
many people are talking about it, if not
implementing it
• Preschool vs. school-age
• Pilot programs
• Confusion about connections between RTI and
referral, eligibility, and Head Start’s 10%
requirement
Listening sessions: What we heard
Participants noted the need for a definition of RTI in
early childhood that includes the key components of
this approach
RTI system
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Assessment
Intentional teaching
Research-based curricula
Data-based decision-making
Family involvement
Professional development
Infrastructure supports (policies, resources)
Early childhood values and recommended practices (familyprofessional partnerships, developmentally appropriate
practices, emphasis on the whole child, integrated
approach across all domains of development and learning)
Listening sessions: What we heard
Participants mentioned some supports already
in place for implementing RTI in early
childhood as well as resources that were
lacking in this regard
Supports in Place
•Strong interest
•Commitment to intervene early
•Using assessment results to make
sound decisions
– Strong interest
Guidance Needed
•How to implement RTI
•Tools and resources to use
•Roles of teachers and specialists
•Communication and collaboration
with families
•Infrastructure supports
Listening sessions: What we heard
Participants stressed that a joint position statement
should offer specific guidelines about how to
implement RTI, build on available resources, and
improve the quality of programs
• Issue specific guidelines
• Use language that is accessible to a variety of audiences
• Provide recommendations that contribute to program
quality improvement efforts already underway
How would you have answered?
Does the input received during the Listening Sessions
mirror what you are hearing about RTI in your state
or community? How?
National experts meeting: Summary
 There was general consensus among the national
experts on the need for a joint position
statement on RTI in early childhood.
 National experts agreed on the need for a
definition of RTI in early childhood that identifies
key features of this approach.
 National experts agreed on the need to provide
guidance on how RTI should be implemented in
early childhood programs and contexts.
National experts meeting: Summary
Areas for clarification
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How to connect RTI to curriculum
How to connect assessment to instruction
How to support development across multiple domains
Systemic supports necessary for implementation
Age range
Cultural and linguistic implications
Staffing: Who’s responsible for implementing RTI? Early
childhood? Early childhood special education? Both?
National experts meeting: Summary
• National experts agreed that there is a need to
target a broad audience for the position
statement that included program
administrators, practitioners, policy makers,
and family members.
• National experts identified other organizations
that should be involved in developing the joint
position statement on RTI in early childhood.
Joint work group meeting: Summary
Work group members nominated a variety of
features that should define RTI in early childhood
 A framework for organizing early care and
education practices to address the needs of every
child
 Meaningful assessment to inform instructional
planning and decision-making
 Intentional teaching linked to standards and
evidence-based practices
 Methods to promote teaming and family
engagement
Joint work group meeting: Summary
Work group members suggested that RTI
approaches need to focus on:
• children birth to 5 and their families in
different contexts
• the cultural and linguistic diversity within the
early care and education system
• all developmental domains (including socialemotional development and academic
learning)
Joint work group meeting: Summary
Work group members mentioned that some
foundational elements for building an RTI approach
are already in place in many early childhood
programs, but these are overshadowed by the
challenges in implementing this approach
• How can RTI fit with existing federal and state policies and
regulations?
• How can RTI avoid being viewed as an approach that
focuses on children’s deficits in learning?
• How can resources be found to effectively implement RTI?
• How can RTI be more than the push-down of instructional
practices used in k-12 programs for children?
• How can the position statement provide additional
information and guidance to support implementation of RTI
in early childhood prior to kindergarten entry?
Reviewing the drafts
• Draft 1 reviewed by Work Group members
and National Experts via electronic platform
(“landing pad”) – March 2011
• Draft 2 reviewed by Work Group members
and National Experts via electronic platform
(“landing pad”) – April 2011
• Draft 3 will be reviewed by Governing Boards
prior to seeking national input
How would you answer?
What state and national groups should be targeted
to participate in the national review?
Watch the process unfold
http://community.fpg.unc.edu/resources/articles/RTI-EC