Transcript 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
1.
Describe defining features of Recognition and
Response (R&R) and its origins in RTI
2.
Consider universal screening and assessment as part
of an integrated assessment system (recognition)
3.
Think about organizing interventions within a threetier model (response)
4.
Identify six considerations related to implementing
R&R in early childhood programs
Who Needs Recognition &
Response?
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 databased decision-making
RTI
Tiers
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”
Emerging Body of
Empirical Evidence
•
Research synthesis on 14 studies
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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
Existing Multi-Tier Models in
Early Childhood
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Intervention hierarchy: peer relations
(Brown,
Odom, & Conroy, 2001)
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Teaching pyramid
•
Building Blocks
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DEC Recommended Practices: Child focused
interventions (Wolery, 2005)
(Fox et al., 2003)
(Sandall & Schwartz, 2002)
Conceptual Framework for R&R System
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
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
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?
More Questions on
Universal Screening
•
What are the cut-points on normreferenced 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 prek children?
General Outcome Measures
(Curriculum Based Measures)
•
Correlated with long-term educational goals (e.g.,
literacy skills)
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Measures both level and rate of growth
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Not tied to a specific curriculum
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Used for both screening and progress monitoring
•
Designed to be used multiple times throughout the year
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Includes a small sample of items in key domains (easy,
quick to administer)
Examples of General
Outcome Measures in Early
Childhood
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Individual Growth & Development
Indicators (IGDIs)
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Letter naming, picture naming,
alliteration, rhyming
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Get It! Got It! Go! (http://ggg.umn.edu/)
Examples of General
Outcome Measures in Early
Childhood
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Math CBM (VanDerHeyden et al., 2007)
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Counting objects, number selection,
number naming, counting, & visual
discrimination
Recognition and Response
Observation & Rating Scale (RRORS)
(Coleman, West, Gillis, Buysse, Stecker, & Horowitz, 2006)
UNDER CONSTRUCTION
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
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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)
Organization:
Seven Domains of Learning
Perceptual and
Motor
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Early Literacy
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Self-Management
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Receptive
Language
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Social and
Emotional
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Expressive
Language
•
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Early Math
Principles for Developing the
Response Manual
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Merged the best aspects of general & special
education
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Combined the standard treatment protocol &
problem-solving process from RTI
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Content based on the best predictors of
language & literacy skills in pre-k
More Response Principles
•
Curricula and instructional approaches for pre-k
validated through research
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Methods for scaffolding learning based on
empirical evidence
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Balance of explicit & embedded approaches
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Guidelines for implementation
Marissa Vignette
R&R in Early Childhood Education
Support for RTI from
Professional Organizations
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Division for Early Childhood (DEC)
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Endorsed the RTI synthesis and R&R
concept paper
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Invited Expert Panel on RTI at the 2007 DEC
Conference
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A brief position paper in DEC Communicator
Support for RTI from
Professional Organizations
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CEC
•
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Position paper on RTI included early
childhood
NAEYC
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Professional development modules on R&R
for national Accreditation Standards
Considerations Related to
Implementing R&R
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How many tiers of intervention should be used
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How children are targeted for prevention intervention
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The nature of the intervention
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Classifying response
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The nature of the multi-disciplinary evaluation prior to special
education
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The function and design of special education
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Fuchs, Buysse, & Coleman, 2007
www.recognitionandresponse.org
www.recognitionandresponse.org
www.fpg.unc.edu/~randr