Comprehensive
Framework
Collaborative Team
Universal Screening
Research/Evidence
Based Tiers of
Interventions
Response to Instruction &
Intervention (RTI) Guide
for Early Childhood
Progress Monitoring
Data Driven Decision
Making
Jefferson County Public Schools
Aligned with
Kentucky Early
Childhood Learning
Standards
Child Find
Requirements
Jefferson County Public Schools (JCPS)
Response to Instruction & Intervention (RTI) for
Early Childhood Guide
This document is designed to provide an overview of the Response to
Instruction & Intervention (RTI) framework for Early Childhood Programs in
JCPS. The RTI framework is designed to ensure that research/evidence
based instruction and interventions are provided with fidelity to ensure all
early childhood students are able to meet developmental/instructional
milestones and progress successfully through the general curriculum.
Universal Screening May Include:
The RTI process begins with Universal Screening. All Early Childhood Programs in JCPS
provide developmental/instructional screenings to ensure students are meeting goals,
plan for instruction and to identify students in need of intervention support. Multiple
data points are analyzed to determine instructional and intervention needs for
individual students. Examples of screening tools/data include:
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Health Screenings—Hearing, Vision & General Health Status
Observations—Classroom, Home, Structured/Unstructured Settings
Interviews—Structured/Unstructured
Learning Checklists
Brigance Data
Speech Language Screening
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All Universal Screening data is gathered and examined by a team. Team
members are knowledgeable about the Early Childhood Curriculum, the RTI
process, screening instruments, developmental/instructional goals and Early
Childhood Programs.
RTI Team Members May Include:
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Early Childhood Teachers
Early Childhood Special Services Resource Teachers
Speech Language Staff
School Psychologist
Parents
Administrators
Diagnosticians
Related Service Staff (OT, PT, Speech…)
Every student receives instruction in the JCPS Early Childhood Curriculum.
The curriculum provides a foundation for all learning and developmentally
appropriate instruction with clear learning targets. All programs are
designed to prepare children socially, physically, emotionally, and
educationally for elementary school. It is this instruction that provides Tier 1
core instructional supports in the classroom.
Tier 1 Core Instruction in Kentucky Early Childhood Standards:
Curriculum Components Include (JCPS Early Childhood Programs Use the Creative
Curriculum):
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Literacy
Numeracy
Social Skills
Gross/Fine Motor
Areas from ECERS-R
RTI/May2012
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Classroom Instructional Strategies & Differentiation Include:
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Multimodal Instruction
Grouping Strategies (Whole, Small…)
Learning Centers
Independent Practice
Computer Adapted Instruction
Self-Directed Learning
Play/Work Activities
When a student struggles developmentally and/or instructionally, there may
be a need for interventions to be put in place. Specific areas of concern are
identified based upon data gathered during Universal Screening.
Areas of Concern:
 Cognition—Attention/Memory, Reasoning/Academic
Skills, Perception/Concepts
 Motor Development—Gross, Fine, Perceptual
 Self Help/Adaptive Skills—Self-Care, Personal
Responsibility
 Communication—Receptive, Expressive
 Social/Emotional Development—Adult/Peer Interactions,
Self-Concept, Social Roles
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When a specific area(s) of concern is/are identified research/evidence based
interventions are put in place. These intervention strategies are provided in
varying degrees of intensity and frequency. Interventions are provided in
levels or tiers of support.
Tier 2 Interventions:
 Tier 2 interventions are provided in small groups.
 Tier 2 interventions are provided 2-3 times per week.
 Tier 2 interventions are implemented with fidelity.
(Implementation rate of 90% or better.)
 Tier 2 interventions are provided in addition to Tier 1.
 Progress is monitored once every 2-weeks.
 Progress monitoring data is graphed once every 2-weeks and
analyzed to ensure students are responding to the interventions.
 Tier 2 interventions are provided in 6-week rounds to allow for
adequate implementation and progress monitoring.
Tier 3 Interventions:
 Tier 3 interventions are provided in smaller groups or in individual
settings/formats.
 Tier 3 interventions are provided daily.
 Tier 3 interventions are implemented with fidelity.
(Implementation rate of 90% or better.)
 Tier 3 interventions are provided in addition to Tier 2 and Tier 1.
 Progress is monitored once each week.
 Progress monitoring data is graphed once each week and analyzed
to ensure students are responding to the interventions.
 Tier 3 interventions are provided in 6-week rounds to allow for
adequate implementation and progress monitoring.
RTI/May2012
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Interventions should be adjusted as needed to ensure student progress is
maintained. The focus should always be on ensuring students achieve their
learning target goals for each round and interventions should be continued
until grade level/age expectations are achieved. When students who do not
respond to interventions changes must occur to ensure progress is made.
These changes can include: changing intervention strategies; increasing
intensity of interventions; increasing frequency of interventions; and
consulting with District Support Staff including the School Psychologist as
needed.
A menu of Tier 2/3 intervention strategies is provided for each area of
concern. The document and the menus of intervention strategies are
designed to be a resource to assist JCPS staff in implementing the RTI
framework in Early Childhood Programs. Additional support can be
provided as need. Please contact any of the following district staff members
for additional information.
 Karen Weber, Early Childhood Special Services Coordinator (485-6033)
 Rebecca Doyel, RTI Project Manager/ECE Administration Specialist
(485-3318)
 Harriett Mackey, RTI Resource Teacher (485-3318)
 Dr. Joseph Bargione, Lead Psychologist (485-3498)
RTI/May2012
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JEFFERSON COUNTY PUBLIC SCHOOLS RTI TIER 2/3
INTERVENTION STRATEGIES MENU FOR EARLY CHILDHOOD:
STRATEGY
AREA(S) OF CONCERN
Community based instruction.
 All Areas
Direct Instruction
 All Areas
Hands on instruction using manipulatives.
 All Areas
Instruction in non-verbal communication skills
 All Areas
for expression.
Instruction in use of checklist.
 All Areas
Instruction providing repeated and simplified
 All Areas
directions.
Instruction using corrective feedback with re All Areas
teaching.
Instruction using peer-modeling.
 All Areas
Instruction using preview-teach-review
 All Areas
process.
Instruction using role play. (puppets, peers,
 All Areas
videos)
Instruction using the repeated practice model.
 All Areas
Instruction using visual supports for
 All Areas
prompting and cueing.
Multisensory Instructional Approach
 All Areas
Provide instruction in increasing attention
 All Areas
span.
Tactile-kinesthetic instruction.
 All Areas
 Cognition
Auditory discrimination instruction.
 Communication
 Cognition
Computer adapted instruction.
Guided reading instructional method.
Instruction in active listening.
Instruction in basic concepts and conventions
of print materials.
RTI/May2012

Cognition

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
Cognition
Communication
Cognition
Communication
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STRATEGY
AREA(S) OF CONCERN
Instruction in beginning skills and strategies of
 Cognition
the writing process.
Instruction in letter and number identification.
 Cognition
 Cognition
Instruction in listening skills. (e.g. stop
 Self Help/Adaptive Skills
working, look at person delivering instruction,
 Communication
wait until all directions are given, question any
directions not understood)
Instruction in numbers and counting
 Cognition
strategies.
Instruction in object attributes for comparison
 Cognition
and patterning.
 Cognition
Instruction in order of events.

Self Help/Adaptive Skills
 Communication
Instruction in procedures for responding to
reading materials.
Instruction in shapes and spatial relationships.
Instruction in the application of social problem
solving skills.
Instruction in use of agenda/schedule.
Instruction in use of graphic organizers.
Instruction in using tools to explore the
environment.
Instruction using a visual timer for selfregulation.
Instruction using an auditory time for self
regulation.
RTI/May2012
 Cognition
 Communication
 Cognition

Cognition
 Self Help/Adaptive Skills
 Social/Emotional
Development
 Cognition
 Self Help/Adaptive Skills
 Cognition
 Communication
 Cognition


Cognition
Self Help/Adaptive Skills
 Communication
 Social/Emotional
Development
 Cognition
 Self Help/Adaptive Skills
 Social/Emotional
Development
Page 8
STRATEGY
Instruction using associative clues and
mnemonic devices to remember sequences.
Instruction using auditory prompting and
cueing.
Instruction using choral response.
Instruction using hand over hand modeling.
Instruction using memory techniques.
(matching, discrimination…)
Instruction using physical prompting and
cueing.
AREA(S) OF CONCERN

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
Cognition
Self Help/Adaptive Skills
 Communication
 Cognition
 Communication
 Cognition
 Motor Development
 Self Help/Adaptive Skills
 Cognition
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Instruction using self-talk.
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Instruction using sequencing cards for
activities/events.
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Instruction using task analysis strategy to
break down activities into manageable steps
for learning.
Instruction using think aloud strategy to
model processes.
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Instruction using verbal repetition to enhance
memory.
RTI/May2012
Cognition

Cognition
Motor Development
Self Help/Adaptive Skills
Social/Emotional
Development
Cognition
Self Help/Adaptive Skills
Communication
Social/Emotional
Development
Cognition
Self Help/Adaptive Skills
Communication
Cognition
Self Help/Adaptive Skills


Cognition
Self Help/Adaptive Skills
 Social/Emotional
Development
 Cognition
 Self Help/Adaptive Skills
 Communication
Page 9
STRATEGY
AREA(S) OF CONCERN
 Cognition
Instruction using visual prompting and cueing.
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Instruction using visual schedule.
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Instruction using visual sequencing of tasks.

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Self Help/Adaptive Skills
Communication
Social/Emotional
Development
Cognition
Self Help/Adaptive Skills
Social/Emotional
Development
Cognition
Self Help/Adaptive Skills
Communication
Cognition
Communication
Phonemic awareness instruction.

Instruction in appropriate responses to verbal
and non-verbal communications
Instruction in use of communication system.
 Communication

 Communication
Instruction in use of cued speech.
Instruction in using communication to gather
information.
Instruction in vocalizations for varied purposes
and settings.
Instruction in fine motor movement.
Instruction in gross motor movement.
Instruction in breathing/calming techniques.
 Communication
 Communication
Instruction in de-escalation steps.
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Instruction in demonstrating independent
behaviors across settings.
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Instruction in Self Monitoring
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RTI/May2012
 Communication
 Motor Development
 Motor Development


Self Help/Adaptive Skills
Social/Emotional
Development
Self Help/Adaptive Skills
Social/Emotional
Development
Self Help/Adaptive Skills
Social/Emotional
Development
Self Help/Adaptive Skills
Social/Emotional
Development
Page 10
STRATEGY
Instruction in social cooperation.
Instruction using differential reinforcement.
Instruction using positive reinforcement menu
and feedback.
Instruction using social stories.
Social Skill Instruction
RTI/May2012
AREA(S) OF CONCERN
 Self Help/Adaptive Skills
 Social/Emotional
Development
 Self Help/Adaptive Skills
 Social/Emotional
Development
 Self Help/Adaptive Skills
 Social/Emotional
Development
 Self Help/Adaptive Skills
 Social/Emotional
Development
 Self Help/Adaptive Skills
 Social/Emotional
Development
Page 11
Progress Monitoring Graph Examples
Progress monitoring data is collected in a variety of ways. Common formats
include point sheets/charts, work samples, weekly/biweekly scheduled
observation times, and reports generated from intervention programs.
This data is transferred from the collection tools and graphed to create a
visual representation or graph. The RTI team uses the graph to ensure that
students are making progress and moving towards achieving their learning
targets. A variety of tools are available to assist with this process. The RTI
team must ensure that the data is collected in alignment with the learning
target/skill/objective it is designed to measure. The graphs below are show
as examples of the kinds of data that may be collected during the progress
monitoring phase of the RTI process.
Motor--# of Letters, Numbers, Shapes
Formed Correctly
30
25
% Correct
20
15
10
5
0
Baseline
RTI/May2012
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Page 12
Cognition--Minutes Attending to Task
7
6
Minutes
5
4
3
2
1
0
Baseline
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Self-Help/Adaptive--% of Tasks
Completed without Adult Assistance
45
40
35
# of Tasks
30
25
20
15
10
5
0
Baseline
RTI/May2012
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Page 13
Communication--# of Verbal
Interactions with Conventional
Grammar
20
18
# of Interactions
16
14
12
10
8
6
4
2
0
Baseline
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Social/Emotional Development--% of
Directions Followed
% of Directions Followed
60
50
40
30
20
10
0
Baseline
RTI/May2012
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Page 14
JCPS Early Childhood RTI Intervention Plan Form
Name:
DOB:
Age:
School/Program:
Intervention Round:
Begin Date:
End Date:
Summary of Universal Screening Data:
Area(s) of
Concern:
Intervention:
Cognition
Motor
Self-Help/
Adaptive
Communication
Social/ Emotional
Interventionist:
Schedule:
Materials:
Type of Data to
be Tracked:
Baseline:
End of Year Goal:
Weeks Left in
Year:
Goal for Round:
(Subtract Baseline
From EOY Goal,
Divide Difference
by Weeks Left in
Year X 6 +Baseline)
RTI/May2012
Page 15
Progress Monitoring Data:
Week 1:
Week 2:
Week 3:
Week 4:
Week 5:
Week 6:
Number of
Sessions
Required for
Round:
Number of
Session
Provided:
Implementation
Rate (#
Provided/#
Required):
Made Progress?
Achieved Goal?
Next Steps?
PLEASE ATTACH GRAPH OF INTERVENTION DATA.
Notes:
Team Members:
RTI/May2012
Page 16
JCPS Early Childhood RTI Intervention Plan Form--EXAMPLE
Name:
DOB:
Sally Sample
Age:
12/13/2008
4
School/Program:
Intervention Round:
Begin Date: 8/31/12
End Date: 10/15/12
JCPS ELEMENTARY
1
Summary of Universal Screening Data:
Below Level on Brigance in areas of cognition and Social/Emotional skills. Curriculum screening shows she is only able
to identify 7 letters and 3 numerals, cannot copy shapes and cannot recognize name in print. Teacher observations and
checklist show she is unable to follow directions in classroom setting during small group and whole group activities.
Area(s) of
Concern:
Intervention:
Cognition
Motor
Self-Help/
Adaptive
Communication
Social/ Emotional
Direct Instruction
in letter (upper/
lower case) and
number
identification (110) skills.
NO
CONCERNS
NO
CONCERNS
NO CONCERNS
Small Group
Social Skills
Instruction
Classroom
Teacher
Daily
Classroom
Teacher
3-Days Week
Materials:
Flash Cards and
Earobics Game
Goo.com
Second Steps
Type of Data to
be Tracked:
% of
Letters/Numbers
Correct out of 62
10%
100%
30%
% of Directions
Followed
100-10=90%
90/30=3%
3x6=18%
10+18=28%
85-15=70%
70/30=2.3%
2.3x6=13.8%
14 + 15= 29%
Interventionist:
Schedule:
Baseline:
End of Year Goal:
Weeks Left in
Year:
Goal for Round:
(Subtract Baseline
From EOY Goal,
Divide Difference
by Weeks Left in
Year X 6 +Baseline)
RTI/May2012
28%
15%
85%
30
29%
Page 17
Progress Monitoring Data:
Week 1:
13
15%
Week 2:
15
18%
Week 3:
21
19%
Week 4:
34
21%
Week 5:
40
21%
Week 6:
49
22%
Number of
Sessions
Required for
Round:
Number of
Session
Provided:
Implementation
Rate (#
Provided/#
Required):
30
18
27
10
90%
56%
Made Progress?
YES
YES
Achieved Goal?
YES
NO
Next Steps?
CONTINUE
UNTIL GOAL
IS ACHIEVED.
INCREASE
FREQUENCY OF
LESSONS FOR
NEXT ROUND.
PLEASE ATTACH GRAPH OF INTERVENTION DATA.
Notes:
SALLY IS ON TRACK TO BE ABLE TO IDENTIFY ALL LETTERS (UPPER & LOWER CASE) AND
NUMERALS (1-10) BY THE END OF SCHOOL IN ORDER TO BE READY FOR KINDERGARTEN.SALLY
CONTINUES TO STRUGGLE WITH FOLLOWING DIRECTIONS, BUT IS NOW FOLLOWING HALF OF
ALL DIRECTIVES GIVEN IN WHOLE GROUP ACTIVITIES AS WELL AS SMALL GROUP.
Team Members:
CLASSROOM TEACHER, EARLY CHILDHOOD RESOURCE TEACHER, PARENT, INSTRUCTIONAL ASSISTANT
RTI/May2012
Page 18
Resources/Bibliography
Bradfield, T., McConnell, S., & Wackerle-Hollman, A. (2011, January 28). Expanding &
Improving Assessment of Early Literacy and Language Development in Preschool:
IGDIs 2.0. Twin Cities - University of Minnesota. Retrieved March 24, 2012, from
http://crtiec@umn.edu
Child Find/Kentucky System of Intervention (KSI) Preschool Toolkit. (2009). Frankfort:
Kentucky Department of Education.
Coleman, M. R., Roth, F., & West, T. (n.d.). RTI Action Network. RTI Action Network.
Retrieved March 15, 2012, from http://rtinetwork.org
Logsdon, A. (n.d.). Learning Disabilities. About.com Search . Retrieved March 29, 2012, from
http://leanringdisabilities.about.com
NPDCI | npdci.fpg.unc.edu. (n.d.). NPDCI | npdci.fpg.unc.edu. Retrieved March 27, 2012, from
http://npdci.fpg.unc.edu
Ringwalt, S. (n.d.). NECTAC: National Early Childhood Technical Assistance Center. NECTAC:
National Early Childhood Technical Assistance Center. Retrieved April 5, 2012, from
http://nectac.org
RTI/May2012
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