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 4
lc_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


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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
Universal screening, diagnostics and progress monitoring
8.
Common Elements of an RtI
System

Multiple Tiered Model

Problem Solving

Integrated Date Collection

Assessment Systems
Elements of Quality Preschool
Systems

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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







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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
FamilyGuided
Authentic
Family Resources,
Priorities, and
Concerns
Interests and
Preferences
Developmental and
Content Areas
Scope and Sequence
From assessment and progress
monitoring summaries….
determine the needs of children
related to skill development
Prioritized
Needs
Targeted
Skills
Common Outcomes
Activities and Instruction
All Practices Are:
•Evidence-Based
•Developmentally
Responsive
•Embedded Learning
Opportunities
•Continuum of Strategies
Individualized
, Intensive,
Intentional
Instruction
•Team/Family Guided
Targeted
Instruction
Universal
Instruction
Type of activities and
instructional
strategies vary in
frequency, intensity,
and intent
Progress Monitoring
•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
Progress
Toward
Specific
Skills and
Concepts
Progress
Toward
Targeted
Needs
Progress Toward
Common Outcomes
Used to
Revise
Activities and
Instruction
Progress monitoring
practices vary in
frequency, intensity,
and intent
Directly linked
to S&S, A, and
A&I
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



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Developing learning communities
Sharing information
Planning & implementing highquality 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.