Getting Started:
Response to Intervention (RtI)
Resources for Programs Serving Children, Birth-5 Years
Application of the RtI Model to Preschool-aged Children
Application of the RtI Model to preschool-aged children and programs that serve them is a relatively new
concept. The evidence-base for an effective approach with this population is still an emerging field.
Promising early guidance, however, is available:
Recognition and Response – A preschool RtI model, developed at the UNC – Frank Porter Graham
Child Development Institute, managed through the National Center for Learning Disabilities:
http://www.recognitionandresponse.org/
Center for RtI in Early Childhood – links to current research and resources on RtI for birth-5:
http://www.crtiec.org/
Individual Growth and Development Indicators (IGDI's) for Infants and Toddlers: researchsupported performance measures to identify progress toward developmental outcomes in communication,
motor and social development, and problem-solving; includes a parent-child social interaction scale.
http://www.igdi.ku.edu/
Individual Growth and Development Indicators (IGDI's) for Preschool Children: measure rate of
growth toward long-term goals; used to identify children who might benefit from targeted instruction; can
monitor effectiveness of Tier II and III interventions. http://igdis.umn.edu/; http://ggg.umn.edu/
WI Model Early Learning Standards (WMELS) and Common Core Standards
“The Wisconsin Model Early Learning Standards provide developmental expectations for young children
from birth through kindergarten that are foundational to the Wisconsin Common Core State Standards for
kindergarten through grade 12 … Schools are encouraged to use both the WI Model Early Learning
Standards and the Wisconsin Common Core State Standards … in early childhood special education,
four-year-old kindergarten, five-year-old kindergarten programs, and the primary school years.”
(Wisconsin Model Early Learning Standards Alignment with Wisconsin Common Core State Standards for
English Language Arts and Mathematics, WI Dept. of Public Instruction [DPI], 2010):
http://dpi.wi.gov/cal/doc/wmels-alignment.doc.
Link to WMELS document: http://www.collaboratingpartners.com/wmels-about.php
Link to DPI standards page: http://dpi.state.wi.us/standards/
Curriculum Considerations
A comprehensive core curriculum, based on early learning standards and used to guide planning and
instruction, is essential in an RtI model. It’s suggested the key to quality curriculum for preschoolers is in
the “how”, or manner in which learning experiences are planned and implemented (Gronlund, 2006).
The National Association for the Education of Young Children (NAEYC), suggests “… it (curriculum)
provides the framework for developing a coherent set of learning experiences that enables children to
reach identified goals.” (Copple and Bredekamp, 2009, p. 42). Others suggest many elements of practice
fall under the umbrella of curriculum – not only the content (what children are learning), but also the
arrangement of the learning environment, routines and schedules, how children and teachers interact,
and how learning is assessed (Epstein, 2007).
One description suggests four essential elements of an early childhood curriculum framework: formative
assessment; scope and sequence (based on WMELS which defines developmental domains and content
areas as Health and Physical Development, Social-Emotional, Language and Communication (early
literacy), Approaches to Learning, and Cognition and
General Knowledge); activities and teaching strategies, and
“Research clearly demonstrates
progress monitoring or on-going assessment (GrishamBrown, et al. 2005). Often one resource will not meet the
that children learn more in
criteria for all four components; a variety of sources will need
programs where there is a well
to be selected to address all elements.
planned and implemented
curriculum. Thus, it is essential
for every early childhood setting
– be it a school, a center, or a
family child care home – to have
a high-quality curriculum in
written form and for teachers
and care providers to use it to
guide their planning and
implementation of learning
experiences.”
Copple, C. and Bredekamp, S. p.
41-42
References and Recommended Resources
Copple, C. and Bredekamp, S. Developmentally Appropriate
Practice in Early Childhood Programs Serving Children Birth
through Age 8. NAEYC, Washington, DC, 2009
Epstein, A. The Intentional Teacher – Choosing the Best
Strategies for Young Children’s Learning. NAEYC,
Washington, DC, 2007
Grisham-Brown, J., Hemmeter, M.L., and Pretti-Frontczak,
K. Blended Practices for Teaching Young Children in
Inclusive Settings. Paul Brookes., Baltimore, MD, 2005
Gronlund, G. Making Early Learning Standards Come Alive
– Connecting Your Practice and Curriculum to State
Guidelines. Redleaf Press, St. Paul, MN, 2006
Preschool Curriculum Decision-Making
http://nieer.org/resources/factsheets/19.pdf
Screening and On-going Assessment
Universal screening (all developmental and content areas) should be conducted with all children for
formative assessment (to guide instruction) and Child Find; use of multiple measures is recommended
including a standardized screening tool that is easy to administer, score, and interpret. For more info:
http://www.collaboratingpartners.com/screening-early-identification-resources.php
On-going Assessment Overview - Mary McLean, Ph.D
http://www.collaboratingpartners.com/conference/player.html
Preschool Assessment: A Guide to Developing a Balanced Approach
http://nieer.org/resources/policybriefs/7.pdf
Behavior/Social and Emotional Development
“The emotional, social, and behavioral competence of young children is a strong predictor of academic
performance in early elementary school.” (Zero to Three, 2003)
Science has established a compelling link between social/emotional development and school success.
(Smith, B.J., Linking Social Development and Behavior to School Readiness, Zero to Three, 2003).
Evidence-based practices for supporting social-emotional development and addressing challenging
behavior in young children, and aligned with the PBIS model, are provided through Wisconsin’s Pyramid
Model training, based on the Center for Social and Emotional Foundations for Early Learning (CSEFEL).
To learn more, visit: http://www.collaboratingpartners.com/social-emotional-competence-sefelpyramid.php
For more information on RtI for Preschool
Visit www.collaboratingpartners.com (coming soon) or contact: Gaye Tylka,
CESA #4 Early Education Director and Preschool RtI Coach, gtylka@cesa4.k12.wi.us; 608.786.4844