UDL and RTI in Early Childhood? What’s Going On? Presented by: Sarah Jackson, SST 8 Diana Lyon, SST 5 Merrie Darrah, SST 4 Julie Bertling, SST 6 Nancy Brannon, REC

Welcome!

• Speaker Introductions • REC Workgroup History • State Performance Plan (SPP) Indicators for Preschool • Building Blocks Articles • Major Focus: LRE

Influencing the Direction of our Work

• SPP Indicators – 6-Preschool LRE – 7-Preschool Outcomes – 12-Part C to B Transition

• IMPACT

Where Does UDL and RtI Fit In?

Indicator 6-LRE •Supports inclusion •Helps to communicate information regarding supports for young children

Indicator 7-Outcomes •Increase access to learning experiences to support progress

IMPACT: -Section 2, Outcome 2-Early childhood educators demonstrate the competencies necessary to provide high quality instruction

Indicator 12-Transition •Create the conditions that support readiness for all children

Utilizing the Resources

• Basis for professional development

• Tools for your preschool staff

as they work with community programs

• Bring attention to promising practices supporting early childhood educations

UDL Building Block Brief

See Universal Design for Learning in EC Inclusive Classroom

UDL can support RTI in EC

RTI Building Block Brief

See RTI in EC Inclusive Classrooms

RTI in EC:

Responding to Instruction

• Core Beliefs • Differentiated Instruction &

Intentional Teaching • Connect to UDL • Essence of an effective EC

program

3 Core Beliefs - RTI Principles & EC Practices

• High Quality Curriculum – Includes tiers/differentiated

instruction

• Ongoing Assessment – Informing instruction – Monitoring progress

• Collaborative Team – Parent, teacher, & staff

Differentiated Instruction

• Time • Materials • Space • Intensity • Support

Connecting RTI and UDL

UDL can support RTI in EC

See RTI in EC Inclusive Classrooms

UDL Multiple Means of Representation

Multiple Means of Action and Expression

Multiple Means of Engagement

Perception •Display of info •Auditory info •Visual info

Physical Action •Vary method for response/navigation •AT

Recruiting Interest •Choice/autonomy •Relevance •Minimize distractions

Language and Symbols •Clarify vocabulary •Illustrate through multimedia

Expressive Skills and Fluency •Communication •construction •Graduated support

Sustaining Effort and Persistence •Vary demands •Foster collaboration

Comprehension •Use background knowledge •Highlight patterns, ideas, relationships

Executive Functions •Appropriate goal setting •Planning/strategies

Self-regulation •Promote expectations that optimize motivation •Support coping skills and strategies

The essence of… Quality EC Programs

UDL • Proactive • Intentional Practices • Differentiated

instruction

RTI • Collaborative • Assess to inform

instruction • Tiered instruction

Ensuring success in the LRE!!

Don’t wait to meet special needs that are already identified.

Why is all of this important to me? • KRA-L • Curriculum Based

Measurements (i.e. DIBELS/AIMSweb)

• Common Core Curriculum and

new Content Standards

Resources in Early Childhood

Next Steps

• How does this all relate to Least Restrictive Environment (LRE)?

• Questions & Answers

To find these two articles:

Go to : http:// rec.ohiorc.org

Look for

archived

version of

this

webcast.

on REC.