Social
Language
Applying RTI in the
Early Childhood Setting:
Assessment, Intervention and
Progress Monitoring
Motor
Cognitive
Presented by:
Melissa Brown and Verity Rodrigues
National Association of School Psychologist
Annual Convention
March 3, 2009
Introductions
• Who has traveled the
longest distance?
• How many of you are EC
Psychologists?
• What is your role in RTI?
Introduction
Response to Intervention (RtI)
through
Professional Learning
Communities (PLCs)
in the
Early Childhood Special
Education Setting
Presentation Objectives
Overview of RTI and PLC in EC setting
Gain understanding of various data collection methods used
in Early Childhood RtI
•
•
•
Universal screening in ECP RtI
Progress monitoring in ECP Rti
IEP goal updates in ECP RtI
•
Reflect on Interventions Implemented through Problem-Solving
Why implement RtI in
the ECP setting?
Benefits:
• We know that Early Intervention Works,
and we must identify what is working
• We can tailor activities to meet preschool needs
• We can limit unnecessary standardized testing
• Our data provides critical information in a more
timely manner
• We can reduce the number of students who will
need special education when transitioning into
kindergarten
• We can assess children in more natural settings
Process and Outcomes of the
Models
Complementary Models
•RtI - unified system of education
assumes all staff involved in
meeting needs of all student
•PLCs - creates a collaborative
culture to work together to
promote success for all students
RtI Components
•
•
•
•
Collaborative process
Tiered system of interventions
Data driven system
Problem-solving method
–
–
–
–
Problem Identification
Problem Analysis and Plan Development
Plan Implementation
Intervention Plan Evaluation
PLC Components
•
•
•
•
•
Collaborative culture
Educators team together consistently
Professional development
Data-based decision making
Use of team guiding questions
– What do we want each student to learn?
– How will we know when each student has learned it?
– How will we respond when a student experiences
difficulty in learning?”
(Rick DuFour)
Application of RtI in ECP
RtI Leadership Team
1. Needs Assessment
2. Developed Assessment Plan
3. Created Intervention Plan
4. Prepared for Teaming
Focus: assessment/intervention
–
–
Early literacy skills
Social and Play skills
–
Parent-child and Teacher-child Interaction
Component 1: Tiered Levels of Support
Language
Cognitive
Social
Physical
RtI Essential Component 2:
Problem Solving Method
Problem Identification
Is there a problem? What is it?
Problem Analysis
Plan
Evaluation
Why is it happening?
Did our plan work?
Plan Development
What can we do about it?
RtI Essential Component 3:
Integrated Assessment Systems
We don’t want this…
This is what we want...
Assessment
Instruction
Aligning Assessment and Instruction
How Does it Fit Together?
Step 2
Step 1
Additional
Assessment
All Students at
a grade level
Individual
Diagnostic
Intensive
Supplemental
Behavior
Academics
Universal
Screening
BenchMark
Assessment
1-5%
5-10%
Group Level
Assessment
Step 3
Instruction
Step 4
Results
Monitoring
Individualized
Intensive
Small
Group
Different
tiated
By Skill
weekly
2 times/month
Core
Annual
Testing
80-90%
None
Continue
With
Core
Instruction
Progress Reports
Classroom
Assessments
Yearly Assessments
1. Universal Screening/
Problem ID
IGDIs
Creative Curriculum Checklist
Play-Based Assessment
Universal IGDIs Data
• Individual Growth and Developmental
Indicators (IGDIs)
• Developed by researchers with Juniper
Garden Children’s Project at University of
Kansas
• Curriculum Based Measures for preliteracy skills
• Picture Naming, Rhyming, Alliteration
Example of Picture Naming Data at
Each Benchmark Period
Fall
Winter
Spring
0
1
6
11
12
12
13
15
17
6
7
10
16
18
18
23
24
25
8
9
15
19
21
26
39
Absent
Absent
Example of Classroom Data
Picture Naming Data for Students who Receiv ed Intensiv e
Interv ention
Pictures Named Correctly
25
20
15
C arlos
M ic key
N athan
10
5
0
Fall
Winter
Benchmark Periods
Spring
Creative Curriculum Checklist
• Checklist of objectives across 4
developmental domains:
– Social-emotional
– Physical
– Cognitive
– Language
• Teachers rate students based on direct
observations after 6 weeks in classroom
Play-Based Assessment
• Initial assessment determining need for
preschool special education services
• Direct observation assessing the following
developmental areas: Motor,
communication, Cognitive, Emotional and
social
• Hearing and vision concerns are ruled out
Core Instruction within ECP
Creative Curriculum
2. Problem Analysis
Sample Student's Fall Creative Curriculum Team Ratings
Social Goals 1 - 8
Physical Goals 9 - 12
Cognitive Goals 13 - 24
Language Goals 25 - 33
3. Plan Development
Across Developmental Areas
Varying level of intensity
•Vocabulary
•Rhyming/Beginning Sounds
•Language for Learning
•Social Skills Curriculum
•Parent Training
•Speech-language supports
Video Example
ECP Classroom Intervention
4. Progress Monitoring
• IEP Goal Benchmarks
• IGDIs
• Creative Curriculum Checklist
Video Example of IGDIs
5. Plan Evaluation
• Teaming Process within PLC Framework
– Family-Centered Services
– Consultation with medical professionals
• Progress monitoring data
• IEP Benchmarks
• Direct Observation
Case Example: Matching the
Level of Intervention Intensity
to the Level of Need
Case Example: Mickey
• Background Info:
– No prior preschool experience at age 4
– Concerns are speech and behavior
– Expressive and receptive language disorder and
apraxia; motor delays
– Seizure disorder treated through medication
– Good play skills and social skills were age
appropriate
– Little to no pre-academic skills
– Used non-verbal language only (miming)
– Issues with dental hygiene that interfered with
producing sounds
Case Example: Mickey
• Initial Screening Data:
– IGDIs: Picture Naming = 0 (mimed and made sounds
for train and motion for hammer)
– Play-Based Assessment areas of need:
•
•
•
•
Social-Emotional: Attention span
Pre-academic skills: colors, shapes, numbers, vocabulary
Motor: Fine motor, using a pencil
Cognitive and Play: Strength areas
– Creative Curriculum: Rated after 6 weeks in
classroom and again at transition out of program
Case Example: Mickey
• Interventions Received:
– Individual speech-language therapy
– Weekly PLC team meetings
– Pre-academic skills and preschool vocabulary
– Occupational therapy
– Treatment for seizure disorder
– Dental hygiene
Case Example: Mickey
• Progress Monitoring:
– Weekly direct observation of engagement
during whole group story-time
– IGDIs Picture Naming
– IEP Goals (ex. percent correct on vocabulary
themes (speech-language)
D ate
4/29/09
4/15/09
4/1/09
3/18/09
3/4/09
2/18/09
2/4/09
25
1/21/09
1/7/09
12/24/08
12/10/08
11/26/08
11/12/08
10/29/08
10/15/08
10/1/08
Number of Pictures Named
Mickey’s Progress Monitoring
Data
Mickey 's Picture Naming Progress Monitoring Data
30
I ntens ive
I ntervention
20
15
Se rie s 1
10
5
0
Teaming
What have we learned?
1. Gaining Knowledge of RtI/PLC
2. Learning assessment skills
3. Finding instructional planning ideas
Barriers that still exist
1. Team responsibilities and roles
2. Teaming across tiers
Future Teaming Plans
Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid response
to intervention. Solution Tree: Bloomington, IN.
Creative Curriculum: www.creativecurriculum.net
Individual Growth and Development Indicators (IGDIs):
www.igdi.ku.edu
Presenters:
Verity Levitt Rodrigues, PhD: vrodrigues@glenview34.org
Melissa Brown, PhD: mebrown@glenview34.org