http://www.crtiec.org
2014 Update on the Center
for Response to Intervention
in Early Childhood (CRTIEC):
Accomplishments Handout
Charles Greenwood, Judith Carta, Howard Goldstein,
Ruth Kaminski, and Scott McConnell
IES Project Director’s Meeting
March 6, 2014
KU, add your logo
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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 decisionmaking



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), 48-64.
 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 (www.crtiec.org)


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?
How many persons are registered in the RTI
network?
How many individual sessions at the RTI summit?
Website hits per year?
651
attendees;
163 per year
Over 1200
81 panels
and posters
10,000+
Persons, Students, and Collaborating
Organizations Impacted
164, 33 per
How many individuals have worked on the project? year
How many graduate students have worked on the 42, 16 per
year
project?
How many young investigators have written/
4
submitted grants?
2
How many Post Docs have worked on the grants?
What other organizations (Preschool Programs)
~12
have been involved as partners?
Research Projects with Links to
CRTIEC

Funded during CRTIEC



Pending



Abbott, M., & Greenwood, C. R. (2011-2014). 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. (2012-16). 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.
Greenwood, C. R., (2014-2019 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. (2014-2019, 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. (2014-2019). 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., (2013-2016). 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. (2014-2019). 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: www.crtiec.org
 Peer Reviews Publications
 Chapters and Books
 Webinars
 Private Sector Publication
Scholarly Products
Dissemination Objective
How many publications of all types
How many conference papers/
presentations?
How many Website(s) and other Internet
site(s)?
How many technologies or techniques or
software?
How many assessment/measurement
products?
How many curriculum interventions?
107
254
3
3
57
4
Peer-Reviewed Journals in which CRTIEC
Research Appears
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Assessment for Effective Intervention
Contemporary Issues in Communications Science and Disorders
Early Childhood Research Quarterly
Evidence-Based Communication Assessment and Intervention
Focus on Exceptional Children
Infants and Young Children
Journal of Early Intervention
Journal of Learning Disabilities
Journal of School Psychology
Journal of Speech, Language, and Hearing Research
Language, Speech, and Hearing Services in the Schools
Perspectives on Language, Learning and Education
Topics in Early Childhood Special Education
Young Exceptional Children
Journal of Learning Disabilities
The Elementary School Journal
CRTIEC Chapters and Reports
Published in Books/Websites








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


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
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 MultiTiered 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



http://www.crtiec.dept.ku.edu/publications/
http://www.crtiec.dept.ku.edu/presentations/
http://www.crtiec.dept.ku.edu/rti-summit/2012rti-summit/