1. A Look at RTI in Early Childhood
Presentation Provided to PSJA I.S.D.
August 19, 2013
Laura M. Sáenz, Ph.D., Associate Professor of Special Education
And
Associate Vice Provost for Undergraduate Studies

2. Overview of the Presentation

3. Roadmap to Pre-k RTI
Introduces Models of RTI in Preschool Settings

4. Overview of RTI

5. RTI Approaches Have Evolved as a Response to Two Primary Concerns in K-12 Settings
1. An existing “wait to fail” model in which teams had to wait until a child/student demonstrated a significant discrepancy between intellectual ability and academic achievement (that is, failed) before determining that he or she had a learning disability and thus was eligible for special education services. 2. A commonly occurring practice in which students were identified as having a delay or disability without consideration of the quality, type, or relevance of teaching efforts they may have received in general education settings prior to this identification.

6. RTI in Early Childhood Settings
Understanding models of K-12 RTI models may be useful, but the models may not be directly applicable to EC settings.
Variability in supervision of programs (e.g., agencies vs. schools)
Variability in teacher training or expertise
Variability of resources
Develop needs of EC students are much broader than those in K-12

7. Origins of RTI
Education of All Handicapped Children Act (1975) defined “underachievement” as discrepancy between IQ and achievement.
IQ/achievement discrepancy is criticized:
IQ tests do not necessarily measure intelligence
Therefore, a discrepancy between IQ and achievement may be inaccurate.
IQ and achievement are not independent.
Difference scores, therefore, may be unreliable.
Waiting for students to fail.
Most students identified by grades 3 to 5.
The Education of All Handicapped Children Act (1975) defined “underachievement” as a discrepancy between IQ and achievement. For many years, the IQ/achievement discrepancy was the main method for identifying students with LDs.
The IQ/achievement discrepancy is criticized for several reasons. First, IQ tests do not necessarily measure intelligence. If IQ cannot be measured precisely, then a discrepancy between IQ and achievement may not be accurate. Second, IQ and academic achievement are not independent from one another, and so difference scores are unreliable. Third, students must fail before they are identified with LDs, with most students identified between grades 3 and 5. Waiting to identify students in the late elementary grades causes students to fall even further behind their peers.

8. Six Problems in Identifying SLD
1: Subjectivity in referral with much emphasis on teacher perceptions
2: Flawed procedures determining LD such as IQ-Achievement Discrepancy models
3: “Wait to fail” approach
(Haager et al., 2007, chapter 1).

9. Six Problems in Identifying SLD
4: Very little emphasis on appropriateness of instruction
5: Variability in prevalence across states
6: Disproportionate numbers of minority students identified as LD
(Haager et al., 2007, chapter 1).

10. Addressing the Problems of LD Identification
One option: Eliminate LD as a category included in IDEA.
Second option: Investigate alternate methods for indentifying SWLD.
Major change: recommended use of Response to Intervention (RTI)
(Haager et al., 2007, chapter 1).

11. What is RTI? RTI is an alternative framework for “underachievement”:
unexpected failure to benefit from validated instruction.
RTI eliminates poor instructional quality as an explanation for learning problems.
The alternative RTI method looks at student unresponsiveness to otherwise effective instruction. It requires that special education be considered only when a student’s performance reveals a dual discrepancy: The student not only performs below the level demonstrated by classroom peers, but also demonstrates a learning rate substantially below that of classmates.
RTI considers the fact that educational outcomes differ across a population of learners, and a low-performing student may ultimately perform less well than his or her peers. All students do not achieve the same degree of academic competence. Just because reading or math growth is low, it does not mean the student should automatically receive special education services.

12. What is RTI? Not a new process.
A system with parts that have been implemented by schools for a number of years.
Shifts responsibility for struggling learners.
Should be viewed as a process that can enhance the learning of all students.
(Ogonosky, 2008, Chapter 1).

13. What is Response to Intervention (RTI)?
RTI is a systematic problem-solving process designed to
– allow for earlier identification of students’
difficulties
– provide students with a level of instructional intensity matched to their demonstrated response to intervention
– provide a data-based method for evaluating the effectiveness of instructional approaches and changing/improving them

14. Definition of Responsiveness-to-Intervention
When a low-performing student does not show growth in response to small-group validated intervention, to which most students respond, he/she is considered to have special learning needs, due to a disability, which require an individualized learning program. This is typically delivered under the auspices of special education (National Center on Student Progress Monitoring, 2007).
If a low-performing student is learning at a rate similar to the growth rate of other students in the same classroom environment, he or she is demonstrating the capacity to profit from the educational environment. Additional intervention is unwarranted. However, when a low-performing student is not manifesting growth in a situation where others are thriving, consideration of a special intervention is warranted. Alternative instructional methods must be tested to address the apparent mismatch between the student’s learning requirements and those represented in the conventional instructional program.
RTI identifies students as LD when their response to educational intervention is dramatically inferior to that of peers. The idea is that students who respond poorly to otherwise effective instruction have a disability that limits their response to conventional instruction and instead require specialized treatment to effect the schooling outcomes associated with success in life.

15. Definition of RTI
Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems.  With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities (National Center on RTI, 2008).

16. Definition of RTI
RTI is a “process of instruction, assessment, and intervention that allows schools to identify struggling students early, provide appropriate instructional interventions, and increase the likelihood that the students can be successful and maintain their class placement” (Mellard & Johnson, 2008, p. 1).

17. Definition of RTI RTI 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.
Source: NASDE 2005 Response to Intervention: Policy Considerations and Implementation. (p. 5)

18. Operationalizing RTI as Dual Discrepancy
Unresponsive is often operationalized as dual discrepancy:
Student performs substantially below level demonstrated by peers and demonstrates a learning rate substantially below peers.
Special education considered only when dual discrepancy, in response to small-group validated instruction, is found.
The alternative RTI method looks at student unresponsiveness to otherwise effective instruction. It requires that special education be considered only when a student’s performance reveals a dual discrepancy: The student not only performs below the level demonstrated by classroom peers, but also demonstrates a learning rate substantially below that of classmates.
RTI considers the fact that educational outcomes differ across a population of learners, and a low-performing student may ultimately perform less well than his or her peers. All students do not achieve the same degree of academic competence. Just because reading or math growth is low, it does not mean the student should automatically receive special education services.

19. Assumptions of RTI
Intended to reduce the need for special education by improving and providing services early
Services are individualized and based on evidence-based strategies
There is a high quality of “general” intervention, and resources and services are added as needed.

20. Key Ideas 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

21. Students provided intervention early.
Advantages of RTI
Students identified as LD only after not responding to effective instruction.
Poor instructional quality is ruled out as explanation for poor student performance.
Students provided intervention early.
RTI does not wait for students to fail.
Student assessment data informs teachers about appropriate instruction.
Data help improve teacher instruction.
One main advantage of RTI is that students are identified as LD only after they have not responded to instruction that is effective for the vast majority of students. RTI eliminates poor instructional quality as an explanation for a student’s poor academic performance.
Another advantage of RTI is that students are provided with early intervention. RTI does not wait for students to fail. RTI provides many students with the opportunity to receive quality educational interventions that allow them to close the gap between them and the rest of their peers.
RTI is also advantageous because assessment data are collected frequently to inform the teacher of student performance and to decide which tier of instruction is appropriate for students. Frequent data collection also helps the teacher improve instruction.

22. Two Types of Assessment in RTI
Screening and benchmark assessment to determine the need for intervention
Progress-monitoring assessment to track student progress
(Haager et al., 2007, Chapter 2).

23. Three Functions of Assessment in RTI
Screening: conducted to identify a subset of students in need intensive intervention (Tier 2)
Progress Monitoring: conducted to quantify RTI for the purpose of making decisions about movement into and out of more intensive supports (Tier 2 and 3)
Informing Instructional Planning: conducted to help teachers individualize instruction (Haager et al, 2007, Chapter 3).

24. Five Dimensions of RTI Approaches
1. Number of tiers (2–5)
2. How at-risk students are identified:
Percentile cut on norm-referenced test
Cut-point on measures
Growth over time
3. Nature of Tier 2 preventative treatment:
Individualized (i.e., problem solving)
Standardized research-based protocol

25. Five Dimensions of RTI Approaches
4. How “response” is defined:
Final status on norm-referenced test or using a benchmark
Pre–post improvement
Growth over time
End of year performance or benchmark
5. What happens to nonresponders:
Nature of the abbreviated evaluation to categorize learning disability (LD), behavior disability (BD), and mental retardation (MR)
Nature of special education

26. The Basics of a Three-Tier K-12 RTI Model

27. RTI: A Multi-tiered Prevention System
RTI relies on a multi-tier prevention system to identify students with LDs:
Primary prevention level
Secondary prevention level
Tertiary prevention level
(Some models incorporate more than 1 tier of intervention within each of the 3 prevention levels.)
RTI uses response to intervention, at various tiers, to identify students with LDs. The number of tiers for RTI varies from model to model. In this presentation, the most widely researched three-tier model will be highlighted. The three tiers include primary, secondary, and tertiary prevention.

28. Continuum of Schoolwide Support
Tertiary Prevention:
Further intensified and individualized
Intervention
~5%
Secondary Prevention:
Intensified, validated intervention
~15%
Primary Prevention:
Schoolwide and classwide
instruction
~80% of students

29. Primary Prevention (Tier 1):
The Basics of Tier 1
Primary Prevention (Tier 1):
All students screened to determine which students are suspected to be at risk.
Students suspected to be at risk remain in primary prevention, with PM.
PM:
Disconfirms risk. These responsive students remain in primary prevention.
Confirms risk. These unresponsive students move to secondary prevention.
Tier 1, or primary prevention, takes place in the general education classroom. During primary prevention, effective research-based interventions are faithfully implemented in the classroom. These interventions work for the vast majority of students. Students are screened at the beginning of the year to determine which students are suspected to be at risk. Suspected at-risk students are identified by a percentile cutoff on a screening measure: a norm-referenced test or a cutoff point on a curriculum-based measurement (CBM) test. The suspected at-risk students are assessed using progress monitoring (PM). Students unresponsive to primary prevention move to the next tier.

30. Secondary Prevention (Tier 2):
The Basics of Tier 2
Secondary Prevention (Tier 2):
Research-based tutoring
Provided in small groups
With weekly PM
At end of tutoring trial, PM indicates students were:
Responsive to Tier 2 tutoring. These responsive students return to primary prevention but PM continues.
Unresponsive to Tier 2 tutoring. These unresponsive students move to tertiary prevention (special education).
The next tier is “secondary prevention” or Tier 2. At this time, students receive research-based preventative treatment, usually small-group tutoring, during which progress is monitored frequently.
Responsiveness-to-treatment is determined using final status on a norm-referenced test, using a CBM benchmark, and/or considering the amount of progress realized during secondary prevention. Students who are responsive to secondary treatment are deemed disability free and returned to the general education setting. Students who are unresponsive to secondary prevention are considered for special education services, referred to as “tertiary prevention” or Tier 3.

31. Tertiary Prevention (Tier 3):
The Basics of Tier 3
Tertiary Prevention (Tier 3):
Special education services
With weekly PM
PM is used to:
Set Individualized education program (IEP) goals.
Design individualized instructional programs.
Monitor student response.
When PM indicates the student achieves benchmark performance, student exits special education (i.e., returns to primary or secondary prevention), with ongoing PM.
Tertiary prevention takes place under the auspices of special education. During Tier 3, student individualized education program (IEP) goals are established, individualized student programs are developed, and student progress is monitored to determine effectiveness of instructional programs and/or decide when a student may move back into secondary or primary prevention.

32. Three Tiers of RTI TIER 1: Primary Prevention
- General education setting
- Research-based instruction
- Screening to identify students suspected to be at risk
- PM to (dis)confirm risk status
AT RISK
TIER 2: Secondary Prevention
- Validated or researched-based tutoring
- PM to assess responsiveness
RESPONSIVE
This flow chart represents the three tiers of RTI. Tier 1, primary prevention, represents the general education settings. Students receive research-based instruction, and PM is used to identify students who are at risk for difficulties. Students unresponsive to primary prevention move into Tier 2, or secondary prevention, where they receive research-based tutoring in a small-group setting. PM is used to identify student responsiveness.
Students who are responsive to secondary prevention move back into Tier 1 (primary prevention). Students who are unresponsive move into Tier 3 (tertiary prevention). Tier 3 takes place in the special education setting. Tier 2 (secondary prevention) serves as a middle ground between general and special education.
UNRESPONSIVE
TIER 3: Tertiary Prevention
- Special education
- PM to set IEP goals
- PM to formulate individualized programs
- PM to assess responsiveness
RESPONSIVE
UNRESPONSIVE

33. Screen all students to identify suspected at-risk students.
Typical RTI Procedure
Screen all students to identify suspected at-risk students.
Monitor progress of students suspected to be at risk to (dis)confirm risk.
Provide second preventative tutoring to at-risk students, while progress is monitored to assess response.
Typical RTI procedure is the following:
All students in a class, school, or district are screened (i.e., tested) once in the fall to identify students “suspected” to be at risk for long-term difficulties.
The progress of these students suspected to be at risk is monitored in general education (primary prevention) to confirm risk because these students’ needs are not being met in general education. Therefore, these students require more intensive tutoring (Tier 2, or secondary prevention).
For the at-risk students, research-validated Tier 2, or secondary prevention, tutoring is implemented. Student progress is monitored throughout the intervention, and students also are assessed at the end of intervention.

34. Typical RTI Procedure
Move students who prove unresponsive to secondary preventative tutoring to tertiary prevention. They receive comprehensive evaluation to answer questions and to determine disability.
Monitor progress in tertiary prevention to set IEP goals, formulate effective programs, and determine exit decisions.
Students who do not respond to the second prevention, as indicated by (a) not completing secondary prevention at a high enough adequacy level, and (b) not progressing enough during secondary prevention as evidenced by the weekly progress monitoring, receive a comprehensive evaluation to answer questions generated during primary and secondary prevention and for possible disability certification (LD, BD, or MR) and special education placement.
Progress is monitored during tertiary special education to (a) set IEP goals, (b) indirectly formulate effective individualized programs, and (c) define responsiveness-to-intervention to tertiary special education in order to formulate ideas about when to exit students from special education.

35. Defining RTI in Early childhood

36. Core Practices of RTI that Align with EC Practices
Specification of a multi-tiered system of supports;
Early provision of support of intentional teaching/caregiving with sufficient intensity to promote positive outcomes and prevent later problems;
Use of child data to inform teaching and responsive caregiving practices; and
Use of research-based, scientifically validated practices to the maximum extent possible

37. Features of Pre-K RTI Shared with RTI for K-12 Children Include…
Tiered instruction and intervention
High quality classroom instruction
Ongoing student assessment and progress monitoring
Each of these RTI features must be adapted for Pre-K Settings

38. Application of K-12 Models with Preschoolers
Models or approaches designed for school-aged children cannot be directly applied to preschoolers without modifications
Critical features may remain the same, but specific applications must be adapted to meet the early childhood culture and must address the development needs of young children.

39. Application of K-12 Models with Preschoolers
RTI for school-aged children has had a focus on identifying “non-responders” once referred to as “treatment resisters.”
With preschoolers, the language and focus should be on how the child’s response indicates a need for additional support and by sharing responsive education plans to ensure the child is placed on a trajectory for success
Unlike K-12 RTI , RTI for preschoolers should include a deliberate focus on family involvement

40. Major Components of Pre-K RTI
Learning About the Child’s Strengths and Weaknesses: Screening, Assessment, and Progress Monitoring
Evidence-based Practices and Standard Protocols
Fidelity of implementation
Collaborative Problem Solving
Parental and Family Engagement

41. One Model: Recognition and Response
R&R is a tiered instructional model based on Response to Intervention (RTI) principles & research-based interventions in early childhood
R&R uniquely addresses the use of RTI for academic learning in pre-k
Dual focus on improving instructional quality for all students & targeted interventions for some to help all students succeed

42. One Model: Recognition and Response
Formative assessment (universal screening &
progress monitoring)
Response:
Core instruction for all children; Targeted
interventions for some children
PD & Collaborative problem solving to support
implementation & data-based decision making

44. Formative Assessment
Used for instructional planning, not for diagnostic evaluation
Direct assessments of children’s skills in key content areas
Administered 3 times/year—fall, winter, spring
Both universal screening & progress monitoring functions

45. Formative Assessment Tier 1 Tier 2 Tier 3
Do most children meet screening criteria?
Which children need targeted interventions?
Tier 2
How well are Tier 2 interventions working for
some children who need additional supports?
Tier 3
How well are Tier 3 interventions working for a
few children who need more individualized
and intensive supports?

46. What is the Tier 1 Response?
Core curriculum & intentional teaching for all children
Research-based core curriculum that includes all key domains of learning and is implemented with fidelity
Intentional teaching that plans and evaluates instruction to address the learning needs of all children
High quality inclusive learning environment, including accommodations for individual children

47. What is the Tier 2 Response?
Language & Literacy
Lessons based on shared storybook reading and related activities
Focused on building skills in—
Vocabulary & comprehension
Sound awareness
Print & alphabet knowledge

48. What is the Tier 3 Response?
Individualized scaffolding strategies for a few children who require intensive supports
Provided in conjunction with Tier 1 and Tier 2
Derived from research-based strategies
Modeling, response prompting, peer supports, corrective feedback, supplemental behavioral supports

49. Intentional Teaching
The purposeful organization of the early learning environment and developmentally appropriate learning activities within a comprehensive curriculum to help children develop and acquire important skills.
In RTI, IT is expanded to include targeted interventions for some children who require additional academic or behavioral supports, generally provided through
Small group instruction – Tier 2
Embedded instruction/interventions – Tier 2
Individualized scaffolding – Tier 3

50. Embedded Instruction Multi-component approach to provide
intentional and systematic instruction on priority learning targets during typically occurring activities, routines, and transitions
to support child engagement and learning

51. Key Components of Embedded Instruction in RTI

52. Embedded Instruction in EC RTI Frameworks
From: Snyder, P., Hemmeter, M.L., McLean, M., Sandall, S., & McLaughlin, T. (2013). Embedded instruction to support early learning in
response to intervention frameworks. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook of response-to-intervention in early childhood.
Baltimore: Brookes.

53. R&R Website randr.fpg.unc.edu