Response to Intervention…What does it mean for preschool? Sarah Jackson, State Support Team Region 8 Merrie Darrah, State Support Team Region 4

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 Definition is 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.