2013 NAEYC National Institute For Early Childhood PD The .
2013 NAEYC National Institute for Early Childhood PDThe Intersection betweenRTI & DAPReflections from an Expert Panel—Virginia Buysse, Ellen Peisner-Feinberg, DianeTrister Dodge, Tom Rendon, Patricia Snyder, &Scott McConnell
Frameworks forImproving InstructionalQuality in EarlyChildhood
DevelopmentallyAppropriatePracticePosition Statement of theNational Association for theEducation of Young Children(NAEYC)
Response to Intervention (RTI)Concept Paper bythe DEC, NAEYC,and NHSA
A Roseby Any Other Name What Do We Call It?
Positive Behavioral Intervention and SupportsMulti-TieredSystem ofSupports
Other TermsDevelopmental vs. universal screeningProgress monitoringSmall-group instructionCurriculum-based assessment vs. measureProblem-solvingInstruction & interventionGeneral outcome measureFormative assessment
What are the origins of thisapproach?
Source: Sugai, G. (June 23, 2011).Source: National Professional Development Center on Inclusion. (2012).Source: Fox, Carta, Strain, Dunlap, & Hemmeter. (2009).Virginia Buysse & Ellen Peisner-Feinberg. (2011).
Defining FeaturesFormative assessmentFoundational instruction/tiered interventionsSupports for decision-making/implementation— NPDCI (2012)
Is there anyevidence tosupportRTI?
Evidence to SupportEfficacy of RTI in K–12,but not in pre-KMeta-analysis of 24 studies(Burns, Appleton, & Stehouwer, 2005)IES practice guide – reading(Gersten et al., 2008)IES practice guide – math(Gersten et al., 2009)
Federal LegislationAddressing K-12,but not pre-KSpecific provisions within IDEA (2004)related to RTI and PBS
Questions about the Useof RTI in Pre-K
What practices define RTI?Who implements it?Which children & families areaffected?Who benefits?How does RTI fit with existingpractices?
Panel of Experts
EllenPeisner-FeinbergSenior ScientistFrank Porter GrahamChild Development Institute
Diane Trister DodgeFounder and PresidentTeaching Strategies, LLC
Thomas RendonIowa Head Start State CollaborationOffice CoordinatorIowa Department of Education
Pat SnyderDirector, Center for Excellence inEarly Childhood StudiesCollege of EducationUniversity of Florida
Scott McConnellProfessor of Educational Psychologyand Child Psychology and AffiliateCenter for Early Education andDevelopmentUniversity of Minnesota
Recognition & Response:A Tiered Approach for Academic LearningNAEYC National Institute for Early Childhood PDJune 11, 2013Ellen Peisner-Feinberg, Ph.D.
Recognition & ResponseR&R is a tiered instructional model based onResponse to Intervention (RTI) principles &research-based interventions in earlychildhoodR&R uniquely addresses the use of RTI foracademic learning in pre-kDual focus on improving instructional qualityfor all students & targeted interventions forsome to help all students succeed
Key Components of theR&R Integrated SystemRecognition:Formative assessment (universal screening &progress monitoring)Response:Core instruction for all children; Targetedinterventions for some childrenPD & Collaborative problem solving to supportimplementation & data-based decision making
A Close Look at R&R
How does R&R work?
Tier 3A FewChildrenIndividualizedScaffolding StrategiesFormative AssessmentTier 2Some ChildrenExplicit Small Group Interventions &Embedded Learning ActivitiesFormative AssessmentTier 1All ChildrenResearch-Based Core Curriculum &Intentional TeachingFormative Assessment
Formative AssessmentUsed for instructional planning, not fordiagnostic evaluationDirect assessments of children’s skills inkey content areasAdministered 3 times/year—fall, winter,springBoth universal screening & progressmonitoring functions
Formative AssessmentTier 1Do most children meet screening criteria?Which children need targeted interventions?Tier 2How well are Tier 2 interventions working forsome children who need additional supports?Tier 3How well are Tier 3 interventions working for afew children who need more individualizedand intensive supports?
What is the Tier 1 Response?Core curriculum & intentional teaching for allchildren Research-based core curriculum that includes all keydomains of learning and is implemented with fidelity Intentional teaching that plans and evaluatesinstruction to address the learning needs of all children High quality inclusive learning environment, includingaccommodations for individual children
What is the Tier 2Response?Small-group lessons & embedded learningactivitiesDaily 15-min structured lessons using aresearch-based curriculumDevelopmentally appropriate instructionalactivities addressing key school readiness skillsEmbedded learning activities to extendlearning opportunities
What is the Tier 2Response?Language & LiteracyLessons based on shared storybookreading and related activitiesFocused on building skills in— Vocabulary & comprehension Sound awareness Print & alphabet knowledge
What is the Tier 3 Response?Individualized scaffolding strategies for a fewchildren who require intensive supports Provided in conjunction with Tier 1 and Tier 2 Derived from research-based strategies Modeling, response prompting, peer supports,corrective feedback, supplemental behavioralsupports
Collaborative Problem-Solving Supports data-baseddecision-making Planning forinstruction &interventions
What is theresearchevidence forR&R ?
Studies to DateStudy 1: R&R-Language & Literacy Pilot(funded by EHT Foundation)Study 2: Replication Study (funded by USDOE/IES)Study 3: R&R-DLL Pilot (funded by EHTFoundation)Study 4: R&R-Mathematics (funded by USDOE/ IES)
Research Questions Do early childhood professionals find theR&R system acceptable and useful?(Treatment acceptability) Can teachers implement the R&R systemwith fidelity? (Implementation fidelity) Is there evidence that R&R is beneficial inpromoting children’s skill development?(Efficacy)
Key Findings: Studies 1 & 2 Teachers found the R&R model feasible anduseful Teachers could implement the R&R system withgood fidelity (both recognition & response) Target children made greater gains in language &literacy skills than their classmates, with strongereffects under more ideal conditions (Study 2)
R&R-DLL AdaptationsParallel assessments:Formative assessment in English &SpanishSpecific instructional supports at allthree tiers to promote L1 & L2development
R&R-DLL Study:Summary of Key FindingsEffects for EnglishExpressive Vocabulary (Class, Targets)Phonological Awareness (Class, Targets)Letters (Targets)Effects for SpanishPhonological Awareness (Class, Targets)Letters (Class)
Intersections between RTI & DAPIssues deserving further thought .How do teachers integrate assessment results frommultiple sources to inform instruction?How can teachers utilize tiered instruction acrossmultiple content areas?How can we encourage broader adoption andsupport of these models at a systems level, in order tofacilitate more widespread implementation?
R&R WebsiteFor more information on R&R, visit randr.fpg.unc.edu
Use of a Comprehensive Core Curriculum as theFoundation of a Tiered ApproachDiane Trister Dodge
A Comprehensive Curriculum Clearly defines objectives Focuses on relationships and teacher–child interactions Engages children in learning content through active investigations,play, and intentional teaching Links assessment data to activities and experiences Describes a range of intentional teaching approaches Supports partnerships with families47
3 Central Aspects for a Tiered Model1. A high-quality learning environment2. Positive relationships and interactions3. Intentional teaching linked to ongoing assessment48
1. A High-Quality Learning EnvironmentOrganization of the physical spaceA consistent structure for each dayThe classroom as a community49
The Physical Environment50
Consistent Structure
TransitionsGive children notice.Allow sufficient time.Give children specific instructions.Be flexible.Always give children something to do.Use transitions as opportunities toteach.
The Classroom as a Community
2. Positive Relationships and InteractionsTeacher–child relationships and interactionsSupporting children’s social-emotional competenceBuilding relationships with families57
Teacher–child relationships and interactions
Adult-Child Interactions That Lead toPositive OutcomesWarm, supportiverelationshipsPositive verbal andphysical communicationGenuine respect andinterestAttention to children’sneeds and concernsPositive guidanceResponsiveness andflexibilityProductive use of timeEngagement in activitiesFrequent conversationsPianta et al. (2008). Classroom Assessment Scoring System(CLASS) Manual, Pre-K. Baltimore: Paul H. Brookes Publishing Co.
Supporting Social–Emotional Competence
A Place to Calm Down
Building Partnerships With Families
3. Intentional Teaching Linked to Ongoing AssessmentKnowing what to teach: objectives for development and learningUsing ongoing assessment to plan instructionEmbedding teaching and learning in everyday experiencesEngaging children in active investigations63
Objectives for Developmentand Learning
Objective 13. Uses classification skills
Using Ongoing Assessment to PlanInstructionSummarize,plan, andcommunicateObserve andcollect factsThe Assessment CycleEvaluateAnalyze andrespond
Teaching and learning throughout the day
Engaging Children in Active Investigations
What are the features of our clothes?
How do clothes stay on our bodies?
How is cloth made?
Where do we get our clothes?
What other special clothes do people wear?
A comprehensive curriculum helps all childrenexperience a sense of belonging,feel safe and in control,relate positively to others,actively engage in learning experiences, andexperience success.78
79
Early Childhood RTI:The view from states(Chapter 25)Jim Lesko and Tom Rendon
What’s Different?Different worldDifferent framing(instruction &intervention; DAP)Different partners
Different WorldEarly childhood is a uniqueworld—more complex than K-12systemInvolves multiple systems andsettingsOften no single system or entityassumes ownershipInterventions cross agencyboundaries and require a strongperspective of collaboration
Different World (cont’d) A “a system of systems” (page I Components and processes can live inmany systems. For example:FamilySupportSpecial Needs/EarlyInterventionEarly Learning – both general education alongwith specialized interventionsFamilies – families are instruction andintervention agents/objectsHealth – physical exams, immunizations,screenings and treatments become a part of thetiered system of supportsKey dimensions supporting RTI:Funding, settings, management, professionaldevelopment, administration and interagencycollaboration
Different FramingRe-image RTI-EC and thinking of the “I” asrepresenting both instruction and interventionInstruction developmentallyappropriate anddevelopmentally focusedpracticeOngoing screening andassessment becomes a part ofthe identification processDifferentiating instruction botha routine instructional practiceand a tiered interventionstrategy.ALL INSTRUCTION, ALLTIERSEvidence-basedcurriculum )
Reframing Special EducationOld Paradigm ELIGIBILITY: The eligible child is the onewe refer to LEA for Special Ed services New Paradigm ELIGIBILTY: The eligible child is the one who has beenassessed and determined is best served by SpecialEducation services.INCLUSION: Special education referral as INCLUSION: Special education is a way to providea way to move time-consuming,only to those children that need it, special supportsproblematic or disruptive kids out of theto ensure success in typical classroom settings.classroom.Special Education addresses the needs General Education and Special Education address theof children with disabilitiesneeds of children with disabilitiesThe LEA is responsible for assessing a The LEA and Program (Head Start) work together tochild’s eligibility.determine a full and individual evaluation regardingprogress, discrepancy and need.Children with suspected disabilities will Children with suspected disabilities/delays receive abe addressed using an RTI processfull and individual evaluation, a determination iswhich delays indefinitely a specificestablished within 60 days.determination of eligibility.FOCUS: Identification and Referral FOCUS: Response to Intervention (the rightintervention to support full access to curriculum andensure success) .
Different PartnersCan we connect?PartnersSpecial Education and GeneralEducationInitiativesEarly Learning StandardsHead Start, PreK, Child CareProfessional DevelopmentSystemsHealth, Mental Health andNutritionLicensing and programstandardsFamily SupportQRIS SystemsEPSDT(Early Periodic Screening, Detection andTreatment)
Embedded Instruction within RTI or Tiered Frameworks to SupportInclusionPatricia Snyder, Ph.D.University of Floridapatriciasnyder@coe.ufl.eduinBuysse, V., Peisner-Feinberg, E., Snyder, P., Winton, P., & Brown, W.(2013, May). The intersection between response to intervention (RTI)and early childhood inclusion: Reflections from an expert panel. ChapelHill, NC: 2013 National Early Childhood Inclusion Institute.88
What is Embedded Instruction?Multi-component approach to provideintentional and systematic instruction onpriority learning targetsduring typically occurringactivities, routines, and transitionsto supportchild engagement and learning89
Key Components of EI90
Contemporary Context for Embedded InstructionDEC position statementon inclusion (2009)Hierarchical [tiered]frameworksResponse to interventionEarly learning foundationsDAP (2009) - Intentionalteaching91
Foundations for Embedded Instruction inContext of InclusionUnderstanding how children learnKnowing children’s preferences & learning supportneedsAnalyzing fit between activities, routines, & transitionsand embedded instruction learning targetsProviding sufficient learning opportunities on embeddedinstruction learning targets
Understanding How Children LearnInterests andPreferencesExperiences andObservationsMasteryEngagementin Activities,Routines, andTransitionsLearningOpportunitiesAdapted from Dunst (2000, 2001)93
Options for Organizing and Structuring Children’sExperiences and ObservationsUniversal DesignModifications and AdaptationsNaturalistic Instructional StrategiesResponse Prompting Instructional StrategiesResponse Shaping Instructional Strategies94
Complete Learning Trial (CLT)A logically occurring or planned Antecedentis followed by a ehaviorthat leads to a logically occurringor planned Consequence95
Embedded Instruction CLTs within Tieredor RTI FrameworksFrom: Snyder, P., Hemmeter, M.L., McLean, M., Sandall, S., & McLaughlin, T. (2013). Embedded instruction to support early learning inresponse to intervention frameworks. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook of response-to-intervention in early childhood.96Baltimore: Brookes.
AcknowledgementsR324A07008, Institute of Education Sciences, Impact ofProfessional Development on Preschool Teachers’ Use ofEmbedded Instruction Practices (2007-2011), Snyder (PI),www.embeddedinstruction.netSnyder, P., Hemmeter, M.L., McLean, M., Sandall, S., &McLaughlin, T. (2013). Embedded instruction to supportearly learning in response to intervention frameworks. In V.Buysse & E. Peisner-Feinberg (Eds.), Handbook of response-tointervention in early childhood. Baltimore: Brookes.97
Formative AssessmentWithin Tiered InstructionScott McConnellUniversity of Minnesota
DisclosureScott McConnell and colleagues developedIndividual Growth and Development Indicators;intellectual property from this research has beenlicensed to Early Learning Labs, Inc., forcommercial development and sale. Scott and theUniversity of Minnesota have royalty and equityinterest in Early Learning Labs, Inc. Theserelationships have been reviewed and managed bythe University of Minnesota in accordance with itsconflict of interest policies.
Why Do We AssessFormatively?1To determine whether instruction, intervention, or someother service or support – most often, in higher tiers ofsupport – is addressing the reason we are providingsupplemental services: Are services to the child improved?Progress Monitoring2To determine a refined, revised, and typically moreindividualized intervention: What can we do to betterserve the child?Diagnostic assessment, problem-solving assessment, orfunctional assessment
Progress Monitoring:Two ApproachesDevelopmental Skill Mastery MonitoringAssessing gains “up a developmental sequence”Mastery measurement, where mastery criteria are specified foreach behavior or itemSpecific, but not “scalable”General Outcome MeasurementRepeated sampling of child performance on acommon task, assessing change in quality,complexity, or rate of performance over timeGrowth or “partial attainment” measurement,scalable over occasions and time
Progress Measure50Progress Monitoring forInstructional DecisionMaking40Goal3020100Days of School
Diagnostic Assessment:What Should I Do Differently?To identify more effective instructional or interventionpractices, we observe child engagement and/orlearning whileVarying focus or objectives of intervention Breaking “next skill” into smaller partsVarying conditions of instruction or intervention Changing setting variables – schedule, materials,instructors – but keeping formats roughly equivalentVarying intensity, frequency, or scheduleVarying ways information is presented
Diagnostic Assessment forInstructional Decision-MakingRaysean’s Play Requests1050Status QuoAdult PartnerActivity-BasedPeer-Mediated
Formative Assessment StandardsCriteria for selecting measuresRelated, directly or indirectly, to desired long-term outcomeReliable, across assessors and situationsRepeatableEasy to collect and interpretSensitive to changes – small changes and/or those made over ashort period of time – in child performanceEvidence that Formative Assessment is workingDoes using the formative assessment increase the frequency ofintervention review and revision?Does formative assessment get completed frequently?Do child outcomes improve?
Tier 1 All Children Research-Based Core Curriculum & Intentional Teaching Formative Assessment Tier 3 A Few Children Individualized Scaffolding Strategies Formative Assessment Tier 2 Some Children Explicit Small Group Interventions & Embedded Learning Activities Formative Assessment
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