wisconsin department of public instruction (wdpi) and the wisconsin response to intervention (rti)...
TRANSCRIPT
TO THE BEST OF OUR KNOWLEDGE:
RtI in Early Childhood Settings
Wisconsin Department of Public Instruction (WDPI) and
the Wisconsin Response to Intervention (RtI) Center
Developed by Gaye Tylka,
Early Childhood Response to Intervention (RtI) Statewide Coordinator,
CESA #4/DPI-Office of Early Learning608.786.4844; [email protected]
Wisconsin Department of Public Instruction (WDPI)
and the Wisconsin Response to Intervention
(RtI) Center
Purpose:To provide an overview of
current research, trends and best practice in RtI for early
childhood settings
Wisconsin Department of Public Instruction (WDPI)
and the Wisconsin Response to Intervention
(RtI) Center
Guidance From the Field …Limited research, policies,
guidelines, and resources exist to support RtI in early childhood settings; an emerging field
no specific provisions within federal legislation or national policies addressing RTI for children prior to kindergarten
Guidance From the Field …
ensure that RtI efforts complement effective practices and services already in place
provide additional supports for children who need them
continue to address all developmental domains (including social-emotional development and academic learning)
honor the cultural, linguistic, and developmental diversity of children and families served
Response to Intervention in Early Childhood. National Professional Development Center on Inclusion (NPDCI), FPG Child Development Institute, UNC, January 2012
Wisconsin Framework for Response to Interventionwww.wisconsinrticenter.org
High Quality Instruction
CollaborationBalanced
AssessmentGuided by
Culturally Responsive Practices
In a Multi-level System of Support
The WI Dept. of Public Instruction…endorses and promotes evidence-based and developmentally appropriate curriculum and assessment practices as the foundation for RtI implementation
believes that the concepts of RtI can apply to our 4K programs and be aligned with our early childhood partners in health, mental health, home visiting, child care, Head Start, and early childhood special education.
Definitions …
Evidence-based Practice (EBP): “a decision-making process that integrates the best available research evidence with family and professional wisdom and values”
Evidence-Based Practice Empowers Early Childhood Professionals and Families, FPG Snapshot #33, Sept. 2006 http://www.fpg.unc.edu/~snapshots/snap33.pdf
Buysse, V. & Wesley, P., Ed. Evidence-Based Practice in the Early Childhood Field, Zero to Three, Washington, DC, 2006 http://eric.ed.gov/?id=ED500097
“scientific, research-based [tools and practices] with substantial evidence of their effectiveness through multiple outcome evaluations” (WI DPI 2011)
Definitions …Developmentally Appropriate Practice (DAP): The official definition requires the teacher/team to consider 3 types of information when making decisions about what and how children will learn.
DAP is a framework for making decisions that reflects:
what’s appropriate for the age group what’s appropriate for each individual child
within the group what is known about the social and cultural
context in which the children live
Resource: Copple, C. & Bredekamp, S. Developmentally Appropriate Practice in Early Childhood Programs Serving Children Birth through Age 8. NAEYC, Washington, DC, 2009
The WI Dept. of Public Instruction…
advises programs to deliver content-rich curriculum with challenging but achievable goals in ways that honor and respect the unique learning needs of young children. Using a play-based curriculum
to support a child's learning is important for self regulation, as well as promoting language,cognition, and social competence. Source: The Wisconsin Model for Response to Intervention: Applications in Early Childhood
Settings. WI Dept. of Public instruction, June 2012
Definitions … Play-based"an effective early childhood program combines both child-guided and adult-guided educational experiences … Children have significant, active roles in adult-guided experiences, and adults play intentional roles in child-guided experiences, taking advantage of both planned and unexpected learning opportunities.”
Epstein, A. The Intentional Teacher – Choosing the Best
Strategies for Young Children’s Learning. NAEYC,
Washington, DC, 2007
Special considerations when applying the RtI model to early childhood:
1. The nature of young children’s development and learning often dictates a different approach than those for older students to achieve desired outcomes
Source: The Wisconsin Model for Response to
Intervention: Applications in Early Childhood
Settings. WI Dept. of Public instruction,
June 2012
Special considerations when applying the RtI model to early childhood:
2. Because areas of child development are highly interrelated and interdependent,
core curriculum must address all developmental domains and content areas
Source: The Wisconsin Model for Response to Intervention:
Applications in Early Childhood Settings.
WI Dept. of Public instruction,
June 2012
Special considerations when applying the RtI model to early childhood:
3. Variability in the quality of learning opportunities and nurturing relationships children have access to contributes to a significantly
diverse population of early learners with a wide range of needs. Source: The Wisconsin Model for Response to Intervention: Applications in Early
Childhood Settings. WI Dept. of Public instruction, June 2012
To the Best of our Knowledge …
1. Begin with WI Model Early Learning Standards (WMELS) for curriculum development – provides developmental expectations for children birth through kindergarten 2. Align with WI Common Core State Standards (CCSS)
Source: The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings. WI Dept. of Public instruction, June 2012
To the Best of our Knowledge …
Begin with a comprehensive, evidence-based core curriculum for ALL children.
DAP/differentiated instruction – group/individual/cultureEvidence-based Practices Intentional teachingPLAY as an avenue for learningAll domains of child development plus content areasKids with IEPs/special needs included – ALL means
ALLDual Language Learners (DLL)
Source: The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings. WI Dept. of Public instruction, June 2012
Research suggests …
…implementing an evidence-based core curriculum produces better outcomes for all children … and results in fewer children needing Tier 2 and 3 interventions.”
Greenwood, C., et.al. The Response to Intervention (RtI) Approach in Early Childhood, Focus on Exceptional Children, vol. 43 #9, Love Publishing, 2011
To the Best of our Knowledge …Child assessment is essential in a high-quality early childhood program
Multiple sources/multiple measures“Snap shots” in time and “movies”Universal screeningFormative – Benchmark –Summative dataAuthentic/Performance dataStandardized data
Source: The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings. WI Dept. of Public instruction, June 2012
Definitions … Universal Screening
to identify children with suspected disabilities (as required of public schools under IDEA Child Find)
Never provides a diagnosis
Intended to answer one question … do we need to take a closer look?
to establish a baseline for curriculum planning for a group of children
to determine how well all children are performing relative to a benchmark for a specified outcome area
can include use of curriculum-based assessments at select points across the year
A process utilizing multiple sources of information, including administration of a standardized screening tool or tools; to guide decisions about “next steps” to address individual children’s needs
Definitions … Progress monitoring
A processMultiple measures (including on-
going assessment practices)Formal &/or informalFor individual child or entire classTo measure child’s progressTo assess effectiveness of
teaching/interventions/challenges
To the Best of our Knowledge …A multi-level system of support requires a variety of instructional approaches based on individual learner needs.
Differentiated Instruction within core instruction (Tier I)Tiered instruction – flexible small
groups within daily choice time Routines-embedded interventions
To the Best of our Knowledge …Science has established a strong link between social-emotional development and school success.
Aligned with PBIS for younger children. For more info and training options:
http://www.collaboratingpartners.com/social-emotional-competence-about.php
Research says kids need …Self regulationFocused attentionPersistence at tasksTo follow directionsTo play cooperativelyPositive attitudes toward self,
peers, adults
… to be successful learners
COLLABORATION …Professionals – within agencies
and across agenciesMeaningful engagement for
familiesFocused on meeting the child’s
needs
Hot off the Press …2013Frameworks for Response to
Intervention in Early Childhood: Description and
Implications
Division for Early Childhood of the Council for Exceptional Children (DEC)
National Association for the Education of Young Children (NAEYC)
National Head Start Association (NHSA)
Misconceptions & Misunderstandings
#1: RTI requires that children go through a multi-tiered system of supports prior to being referred to special education, thereby delaying and often restricting referral to special services.
“Children are not required to undergo and fail an RTI process prior to referral or evaluation for special education services.”
Division for Early Childhood of the Council for Exceptional Children (DEC), National Association for the Education of Young Children (NAEYC), & National Head Start Association (NHSA). 2013. “Frameworks for Response to Intervention in Early Childhood: Description and Implications.”
Misconceptions & Misunderstandings#2: RTI focuses only on academic skills.
“ … matched support can be appropriately applied to outcomes from any curricular area (mathematics, literacy, and science) or developmental domain (language, social-emotional, and motor), and as such does not exclusively apply to academic outcomes.”
Division for Early Childhood of the Council for Exceptional Children (DEC), National Association for the Education of Young Children (NAEYC), & National Head Start Association (NHSA). 2013. “Frameworks for Response to Intervention in Early Childhood: Description and Implications.”
Misconceptions & Misunderstandings#3: RTI promotes teaching practices that are inappropriate for young children.
“Concerns may arise … when the practices and principles of K–12 are pushed down and applied without consideration for the uniqueness of early childhood development and learning. “
Division for Early Childhood of the Council for Exceptional Children (DEC), National Association for the Education of Young Children (NAEYC), & National Head Start Association (NHSA). 2013. “Frameworks for Response to Intervention in Early Childhood: Description and Implications.”
RtI in EC Recommendations
Employ intentional teaching and developmentally appropriate practice
increase the level of support by intentionally embedding learning opportunities throughout daily routines
use a variety of materials, creating interesting and engaging environments for purposeful play and learning
support pro-social behavior Division for Early Childhood of the Council for Exceptional Children (DEC),
National Association for the Education of Young Children (NAEYC), & National Head Start Association (NHSA). 2013. “Frameworks for Response to Intervention in Early Childhood: Description and Implications.”
Misconceptions & Misunderstandings
#4: RTI promotes the use of ability grouping, particularly in center-based programs.
“At higher tiers, targeted teaching and care giving practices might be implemented in small groups. Contrary to some perceptions about grouping, this does not imply that children are separated for all teaching or that children who need additional support are isolated from peers …”
Division for Early Childhood of the Council for Exceptional Children (DEC), National Association for the Education of Young Children (NAEYC), & National Head Start Association (NHSA). 2013. “Frameworks for Response to Intervention in Early Childhood: Description and Implications.”
Misconceptions & Misunderstandings
#5: The top tier of RTI is special education.
“ … the provision of tiers of support that consist of additional, adjusted, or more intensive teaching … is not defined by a connection to special education services. Of course, through RTI - a dynamic and fluid process - data are collected to make a variety of decisions, and the data may be useful as an aid in special-education eligibility determination.”
Division for Early Childhood of the Council for Exceptional Children (DEC), National Association for the Education of Young Children (NAEYC), & National Head Start Association (NHSA). 2013. “Frameworks for Response to Intervention in Early Childhood: Description and Implications.”
For more information:
To access The Wisconsin Model for Response to
Intervention:
Applications in Early Childhood Settings
Brief:
http://www.wisconsinrticenter.org/assets/files/RtI%20Applications%20in%20EC%20Settings.pdf
Wisconsin Department of Public
Instruction (WDPI) and the Wisconsin
Response to Intervention (RtI)
Center
Questions, comments, or to share success stories of RtI in
early childhood settings, contact:
Gaye Tylka, Early Childhood (RtI) Statewide Coordinator,
CESA #4/DPI-Office of Early Learning
608.786.4844; [email protected]