Response to Intervention…What does

it mean for preschool?

Sarah Jackson, State Support Team Region 8 meo_jackson@neonet.k12.oh.us

Merrie Darrah, State Support Team Region 4lc_darrah@lgca.org

Objectives

Understand the core principles of RtI

Consider application of RtI within early childhood settings

Understand how an RtI model relates to early childhood curriculum

RtI and Federal Law

Initial purpose – to provide FAPE and IEPs Late ’80s shift to outcome orientation Language in NCLB and IDEA ’04 are similar

“…to improve the academic achievement and functional performance of children with disabilities including the use of scientifically based instructional practices, to the maximum extent possible” (20 U.S.C. 1400(c)(5)(E)

RtI Definitionis the practice of …

providing high-quality instruction/intervention matched to student needs and

using learning rate over time and level of performance to

making important educational decisions.

NASDE 2005 Response to Intervention: Policy Considerations and Implementation. (p. 5)

Core Principles of RtI

1. All children can learn

2. Intervene early

3. Use a multi-tier model of service

4. Use problem solving method to drive decisions

5. Use research-based, scientifically validated interventions/instruction to the extent available

6. Monitor student progress to inform instruction

7. Use data to make decisions

8. Universal screening, diagnostics and progress monitoring

Common Elements of an RtI System

Multiple Tiered Model

Problem Solving

Integrated Date Collection

Assessment Systems

Elements of Quality Preschool Systems

Representative Leadership Team Data/Evidence Guided Decision Making Collaborative Planning Process/Reflective

Practices Comprehensive Curriculum Framework Ongoing Professional Development and

Support

(Jackson, Goss, Pretti-Frontczak, Darrah,Harjusola-Webb, & Hirko, 2007)

Core Principles of RtI and Early Childhood Belief

RTI All children can learn Intervene early Use a multi-tier model of

service Use problem solving

method to drive decisions Use research-based,

scientifically validated interventions/instruction to the extent available

Monitor student progress to inform instruction

Use data to make decisions Universal screening,

diagnostics and progress monitoring

Early Childhood

Core Principles of RtI and Early Childhood Belief

RTI All children can learn Intervene early Use a multi-tier model of service Use problem solving method to drive

decisions Use research-based, scientifically

validated interventions/instruction to the extent available

Monitor student progress to inform instruction

Use data to make decisions Universal screening, diagnostics

and progress monitoring

Early Childhood All children are born ready to learn

(Themes) Ensuring all children are making

progress and achieving outcomes (ELPG)

Supporting children early leads better outcomes

Collaborative problem solving/reflective practices (ELPG)

Evidences based practices (ELPG) Ongoing progress monitoring

(ELPG) Data based decision making

(ELPG) Assessing all children/curriculum

embedded assessment (ELPG)

Ohio’s Definition of Curriculum

“Curriculum” means an organized framework that:(1) Provides for guiding developmentally appropriate activities in the learning environment that encompass the developmental domains to foster a child’s success through active learning; and (2) Delineates the content that children are to learn; and(3) Delineates the process through which children achieve goals; and(4) Describes what teachers do to help children achieve these goals.

Preschool Licensing Rules, 2005

Curriculum Framework

Assessment

Scope and sequence

Activities and intervention strategies

Progress monitoring

DEC, 2007

Thinking about Tiers Within the

Curriculum Framework

Assessment

Family Resources,

Priorities, and Concerns

Interests and Preferences

Developmental and Content Areas

Used to Guide

Activities and

Instruction

Authentic

Comprehensive

Family-Guided

Scope and Sequence

Common Outcomes

Prioritized Needs

Targeted

Skills

From assessment and progress monitoring summaries…. determine the needs of children related to skill development

Activities and Instruction

Universal Instruction

Individualized, Intensive, Intentional

Instruction

Targeted

Instruction

All Practices Are:

•Evidence-Based

•Developmentally Responsive

•Embedded Learning Opportunities

•Continuum of Strategies

•Team/Family Guided

Type of activities and instructional

strategies vary in frequency, intensity,

and intent

Progress Monitoring

Progress Toward Common Outcomes

Progress Toward Specific

Skills and Concepts

Progress Toward

Targeted Needs

Used to Revise

Activities and Instruction

Directly linked to S&S, A, and

A&I

Progress monitoring practices vary in

frequency, intensity, and intent

•Examines if instruction is having the desired effect and whether changes are necessary

•Monitors if all children are accessing, participating, and making progress in the general curriculum/daily activities across time

•Measures growth

•Program evaluation purpose

Beliefs…4 Themes…everything we do in EC systems leads to… All children are born

ready to learn

Communication is critical

Relationships are influential

Environments matter

Framework for change

Developing learning communities Sharing information Planning & implementing high-

quality professional development

Seeking information Collaborating on various levels

References Division for Early Childhood. (2007). Promoting

Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation. Missoula, MT (DEC).

Jackson, S., Goss, S., Pretti-Frontczak, K., Darrah, M., Harjusola-Webb, S., & Hirko, S. (2007). Quality preschool systems model. Cuyahoga Falls, OH: State Support Team Region 8 & Kent State University.

National Association of State Directors of Special Education. (2006). Response to intervention: Policy Considerations and implementation. Alexandria, VA: Author.