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Spring 2012
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UDL and RTI in Early Childhood? What’s Going On? Presented by: Sarah Jackson, SST 8 Diana Lyon, SST 5 Merrie Darrah, SST 4 Julie Bertling, SST 6 Nancy Brannon, REC
Welcome!
• Speaker Introductions • REC Workgroup History • State Performance Plan (SPP) Indicators for Preschool • Building Blocks Articles • Major Focus: LRE
Influencing the Direction of our Work
• SPP Indicators – 6-Preschool LRE – 7-Preschool Outcomes – 12-Part C to B Transition
• IMPACT
Where Does UDL and RtI Fit In?
Indicator 6-LRE •Supports inclusion •Helps to communicate information regarding supports for young children
Indicator 7-Outcomes •Increase access to learning experiences to support progress
IMPACT: -Section 2, Outcome 2-Early childhood educators demonstrate the competencies necessary to provide high quality instruction
Indicator 12-Transition •Create the conditions that support readiness for all children
Utilizing the Resources
• Basis for professional development
• Tools for your preschool staff
as they work with community programs
• Bring attention to promising practices supporting early childhood educations
UDL Building Block Brief
See Universal Design for Learning in EC Inclusive Classroom
UDL can support RTI in EC
RTI Building Block Brief
See RTI in EC Inclusive Classrooms
RTI in EC:
Responding to Instruction
• Core Beliefs • Differentiated Instruction &
Intentional Teaching • Connect to UDL • Essence of an effective EC
program
3 Core Beliefs - RTI Principles & EC Practices
• High Quality Curriculum – Includes tiers/differentiated
instruction
• Ongoing Assessment – Informing instruction – Monitoring progress
• Collaborative Team – Parent, teacher, & staff
Differentiated Instruction
• Time • Materials • Space • Intensity • Support
Connecting RTI and UDL
UDL can support RTI in EC
See RTI in EC Inclusive Classrooms
UDL Multiple Means of Representation
Multiple Means of Action and Expression
Multiple Means of Engagement
Perception •Display of info •Auditory info •Visual info
Physical Action •Vary method for response/navigation •AT
Recruiting Interest •Choice/autonomy •Relevance •Minimize distractions
Language and Symbols •Clarify vocabulary •Illustrate through multimedia
Expressive Skills and Fluency •Communication •construction •Graduated support
Sustaining Effort and Persistence •Vary demands •Foster collaboration
Comprehension •Use background knowledge •Highlight patterns, ideas, relationships
Executive Functions •Appropriate goal setting •Planning/strategies
Self-regulation •Promote expectations that optimize motivation •Support coping skills and strategies
The essence of… Quality EC Programs
UDL • Proactive • Intentional Practices • Differentiated
instruction
RTI • Collaborative • Assess to inform
instruction • Tiered instruction
Ensuring success in the LRE!!
Don’t wait to meet special needs that are already identified.
Why is all of this important to me? • KRA-L • Curriculum Based
Measurements (i.e. DIBELS/AIMSweb)
• Common Core Curriculum and
new Content Standards
Resources in Early Childhood
Next Steps
• How does this all relate to Least Restrictive Environment (LRE)?
• Questions & Answers
To find these two articles:
Go to : http:// rec.ohiorc.org
Look for
archived
version of
this
webcast.
on REC.
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