Charles Greenwood, Judith Carta, Howard Goldstein, Ruth Kaminski, and Scott McConnell IES Project Director’s Meeting March 6, Update on the Center for Response to Intervention in Early Childhood (CRTIEC): Accomplishments Handout 2014 Update on the Center for Response to Intervention in Early Childhood (CRTIEC): Accomplishments Handout

KU, add your logo here

CRTIEC’s Mission  To promote kindergarten language and literacy readiness through development and evaluation of evidence-based practice for preschool prevention-oriented interventions like RTI/MTSS  To promote leadership in the use of RTI/MTSS

CRTIEC’s Objectives  Interventions  Develop, test, and disseminate Tier 2 and 3 language and early literacy interventions for preschool  Measurement  Develop, validate, and disseminate an aligned universal and progress monitoring system for preschool language and early literacy decision- making  Supplementary Research  Preschool RTI Leadership and Outreach  Dissemination

CRTIEC’s Accomplishments

Tier 2: Supplemental Preschool Interventions Developed  Story Friends Series: Language and comprehension intervention  PAth to Literacy: Phonological awareness and alphabet Knowledge  Aligned training and measures (Mastery monitoring probes, Unit tests, Basic concept test, Assessment of Story Comprehension (ASC)

Tier 3: Individualized Preschool Interventions Developed  Reading Ready - Early Language (Lessons and Instructional Materials)  Reading Ready - Early Literacy (Lessons and Instructional Materials)  Aligned Training Materials and Measurement Tools

Measurement: Universal Screening and Progress Monitoring Developments  Universal screening in 4 domains and 3 seasons (with cut scores (benchmarks) for each season  Domains are (Oral Language – Picture Naming, PA Rhyming and First Sounds, Alphabet Knowledge Sound ID, Comprehension Which One Doesn’t Belong)  I60 items per measure in the item bank  Decision making framework  Future Development Progress Monitoring Spanish IGDIs  MyIGDIs Adoptions (Iowa; Kansas, others)

Supplementary Research Objective  Descriptive Investigation of Preschool Tier 1 from an RTI Perspective and the Need for an RTI Approach  Greenwood, C. R., Carta, J. J., Atwater, J., Goldstein, H., Kaminski, R., & McConnell, S. R. (2012). Is a response to intervention (RTI) approach to preschool language and early literacy instruction needed? Topics in Early Childhood Special Education, 33(1),  Greenwood, C. R., Carta, J. J., Atwater, J., Howard Goldstein, Ruth Kaminski, McConnell, S.,... Howard, W. (Under Revision). Connections between preschool core language and early literacy instruction, children's literacy engagement, and growth in language and early literacy skills. Early Childhood Research Quarterly.  National Survey of State Early Childhood Director’s Reports of the Prevalence and Use of an RTI Approach in Early Childhood  Greenwood, C. R., Bradfield, T., Kaminski, R., Linas, M., Carta, J. J., & Nylander, D. (2011). The Response to Intervention (RTI) approach in early childhood. Focus on Exceptional Children, 43(9), 1-22.

RTI Leadership Objective  Promote leadership in Preschool RTI  Annual Preschool RTI Summit in collaboration with the Division for Early Childhood  Supporting Website (  Promote awareness of national RTI implementation  Support networking between researchers, practitioners, administrators, and policy makers

Leadership Objective: Annual Preschool RTI Meeting How many persons attended the Annual RTI Summit Meeting? 651 attendees; 163 per year How many persons are registered in the RTI network? Over 1200 How many individual sessions at the RTI summit?81 panels and posters Website hits per year?10,000+

Persons, Students, and Collaborating Organizations Impacted How many individuals have worked on the project? 164, 33 per year How many graduate students have worked on the project? 42, 16 per year How many young investigators have written/ submitted grants? 4 How many Post Docs have worked on the grants? 2 What other organizations (Preschool Programs) have been involved as partners? ~12

Research Projects with Links to CRTIEC  Funded during CRTIEC  Abbott, M., & Greenwood, C. R. ( ). Efficacy of Literacy 3D: Coaching and Data-based Decision Making to Strengthen Preschool Tier 1. Phase 2: Steppingstones Technology Innovation Project. OSEP, USDE  Wackerle-Hollman, A., Duran, L., McConnell, S. & Rodriguez, M. ( ). Research and Development of Spanish Individual Growth and Development Indicators (S-IGDIs): Early Literacy identification and progress monitoring in Spanish-English bilingual children. Goal 5, NCER, IES.  Pending  Greenwood, C. R., ( pending). The Effects of Promoting Engaging Early Literacy Interactions in Preschool Environments: Literacy 3D. Goal 3, NCER, IES.  Wackerle-Hollman, A., McConnell, S. & Rodriguez, M. ( , pending). Individual Growth and Development Indicators: Automated Applications for Performance Evaluation of Early Literacy (IGDI-APEL). Goal 2, NCER, IES. Submitted last year with high reviews (Score = 1.7) to be resubmitted if unfunded in NCER portfolio.  Submissions/Resubmissions  Greenwood, C. R., Beecher, C., & Atwater, J. ( ). Validity Studies of the Classroom Code for Interactive Recording of Children’s Learning Environments (CIRCLE) (Version 2.0), an Interaction Measure of Preschool Language and Early Literacy Instruction, Goal 5 to be submitted to NCSER, IES.  Kelley-Spencer, B., Goldstein, H. et al., ( ). Moving a Language and Literacy Tier 2 intervention to Digital Technology, submitted last year (score = ??), to be resubmitted this year. Goal 2?, NCSER, IES.  Wackerle-Hollman, A., Duran, L., McConnell, S. & Rodriguez, M. ( ). Research and Development of Progress Monitoring IGDIs: Spanish and English Complementary Measures. Goal 5 to be submitted to NCER, IES.

Dissemination Objective  Broadly Disseminate CRTIEC’s Products and Findings  Website:  Peer Reviews Publications  Chapters and Books  Webinars  Private Sector Publication

Scholarly Products Dissemination Objective How many publications of all types 107 How many conference papers/ presentations? 254 How many Website(s) and other Internet site(s)? 3 How many technologies or techniques or software? 3 How many assessment/measurement products? 57 How many curriculum interventions? 4

Peer-Reviewed Journals in which CRTIEC Research Appears 1. Assessment for Effective Intervention 2. Contemporary Issues in Communications Science and Disorders 3. Early Childhood Research Quarterly 4. Evidence-Based Communication Assessment and Intervention 5. Focus on Exceptional Children 6. Infants and Young Children 7. Journal of Early Intervention 8. Journal of Learning Disabilities 9. Journal of School Psychology 10. Journal of Speech, Language, and Hearing Research 11. Language, Speech, and Hearing Services in the Schools 12. Perspectives on Language, Learning and Education 13. Topics in Early Childhood Special Education 14. Young Exceptional Children 15. Journal of Learning Disabilities 16. The Elementary School Journal

CRTIEC Chapters and Reports Published in Books/Websites  Literacy in Preschool and Kindergarten Children: The National Early Literacy Panel and Beyond  Handbook of Response to Intervention (RTI) in Early Childhood  Measuring Quality in Early Childhood Settings  Using IGDIs: Individual Growth and Development Indicators for Young Children Using IGDIs: Individual Growth and Development Indicators for Young Children  Roadmap to Pre-K RTI  Best Practices in School Psychology V  Universal Screening in Educational Settings: Identification, Implications, and Interpretation  The Handbook of Response to Intervention: The Science and Practice of Multi- Tiered Systems of Support (2nd Ed.)  Issues in Special Education  Early Childhood Assessment In School And Clinical Psychology  Early Childhood Literacy: The National Early Literacy Panel and Beyond.  Re-visioning the Beginning: The Implications of Developmental and Health Science for Infant/Toddler Care and Poverty

CRTIEC Publications/Resources    rti-summit/ rti-summit/