Presentation Search Results

RTI Goes to Pre-K: An Early Intervening System Called Recognition and Response (R&R)

• Virginia Buysse
• Margaret Gillis
• Jen Neitzel
• Tracey West

• RTI Goes to Pre-K (PPT: 9190kb)
• Recognition and Response in Early Childhood Education (PDF: 64kb)
• RTI Goes to Pre-K An Early Intervening System Called Recognition and Response (PDF: 594kb)
• Implementation of Recognition and Response in Tiers 1, 2, and 3 (PDF: 36kb)
• Recognition and Response (R&R) Implementation Planning Worksheet (PDF: 29kb)

This session explores a promising multi-tier model called Recognition and Response (R&R), which represents a translation of Response to Intervention (RTI) for use with three- to five-year-olds with learning difficulties in early childhood settings (e.g., Head Start, child care, preschool, pre-kindergarten). The session includes a description of the origins of R&R and the rationale for using a multi-tier model for early intervening. Participants will have an opportunity to consider methods of universal screening and progress monitoring as part of an integrated assessment plan and review instructional support strategies within a three-tier model.

Listening Session on the Joint Position Statement on Response to Intervention (RTI) in Early Childhood

• Virginia Buysse
• Camille Catlett
• Heidi Hollingsworth

• Plan for Joint Position Statement on Response to Intervention (RTI) in Early Childhood (DOC: 73kb)

Join an informal discussion and idea exchange around a new joint position statement on RTI in early childhood that reflects a collaboration among three leading professional organizations; the Division for Early Childhood (DEC), the National Head Start Association (NHSA), and the National Association for the Education of Young Children (NAEYC). Hear about a process for identifying the key issues and defining features of an effective RTI system for children from birth to age 5 and learn how you can contribute to a consensus document on this topic.

Practices that Support Implementation of the Response Component of Recognition & Response

• Virginia Buysse
• Ellen Peisner-Feinberg

• Recognition & Response: Findings from the First Implementation Study (PDF: 313kb)
• Video clip #1 (mpg: 29703kb)
• Video clip #2 (mpg: 20779kb)
• The Response Component Across Tiers 1, 2, and 3 (PDF: 412kb)
• Response Practices within R&R (PDF: 978kb)
• Video clip #3 (mpg: 30050kb)
• Video clip #4 (mpg: 37712kb)

This session highlights specific instructional practices that can be used as part of Recognition & Response/Response To Intervention to respond to children who need additional supports to learn. These include small group instruction, embedded learning activities, and individualized scaffolding strategies. Practices are defined and illustrated through case examples and video excerpts.

Creating National Guidance on Response to Intervention in EC: Updates on the DEC/NAEYC/NHSA Joint Position Statement

• Virginia Buysse
• Camille Catlett
• Heidi Hollingsworth

• Creating National Guidance on Response to Intervention in Early Childhood:Updates on the DEC/NAEYC/NHSAJoint Position Statement - Catlett, Buysse & Hollingsworth (PPT: 3023kb)

Plan to attend this session if you want to: 1) receive information about the importance of RTI in early childhood; 2) obtain details about the joint position statement being developed by DEC, NAEYC, and NHSA; and 3) learn where and how to contribute to the evolving position statement. This session will feature an engaging combination of presentation and large group/small group discussion.

Response to Intervention (RTI) in Early Childhood: What Do We Know and What Does It Look Like?

• Virginia Buysse
• Judy Carta

• What Do We Know and What Does It Look Like? Response to Intervention (RtI) in Early Childhood (PDF: 814kb)
• Using a Response to Intervention Framework to Promote Young Children’s Social Development: The Teaching Pyramid Model (PPT: 3249kb)

Response to Intervention (RTI) is beginning to be discussed in the early childhood field as a possible approach to identifying and intervening with young children at-risk for and with developmental delays. Presenters will share their work and facilitate a discussion on how RTI can be successfully integrated into early childhood programs, including descriptions of specific promising screening/progress monitoring tools and tiered interventions.

Using a Response to Intervention Framework to Promote Young Children’s Social Development: The Teaching Pyramid Model

• Judy Carta
• Lise Fox
• Phillip Strain

Response to Intervention (RTI) models are being adopted by states to provide a continuum of evidence-based tiered interventions to improve the academic and behavioral outcomes for all students. The RTI problem solving framework offers a promising approach for meeting the needs of all young children within inclusive environments. The discussion will include the use of screening and ongoing assessment, implementation of the Pyramid Model as a RTI, and a discussion of the benefits and challenges associated with the implementation of RTI in early childhood programs.

Listening Session on the Joint Position Statement on RTI in Early Childhood

• Virginia Buysse
• Camille Catlett

• Listening Session_Buysse_notes (PDF: 256kb)

Join an informal discussion and idea exchange around a new joint position statement on Response To Intervention in early childhood that reflects a collaboration among three leading professional organizations—the Division for Early Childhood (DEC), the National Head Start Association (NHSA), and the National Association for the Education of Young Children (NAEYC). Hear about a process for identifying the key issues and defining features of an effective RTI system for children birth to 5 and offer your ideas about what needs to be included in a consensus document on this topic.

RTI in Preschool: What does it mean? What states are doing it? What are the challenges?

• Charles Greenwood
• Maura Linas

• Response to Intervention (RTI) in Early Childhood (PDF: 489kb)
• Response to Intervention in Early Childhood (PDF: 489kb)

The Center for Response To Intervention in Early Childhood (CRTIEC) will present the results of a national survey on the use of RTI in preschool and summarize highlights from their RTI Early Childhood Summit which was held in October 2009. There will be opportunities for participants to discuss issues, challenges and successes in implementing RTI in early childhood programs.

Response to Intervention (RTI) in Early Childhood

• Virginia Buysse
• Gail Houle
• Scott McConnell

• Response to Intervention in Early Childhood

This session provides an opportunity to learn about the components of a RTI framework as well as the current research on implementing the components of a multi-tiered system in early childhood programs. There will be discussion on what is happening with RTI in terms of policy and practice.

Fiscal Fitness: Understanding and Utilizing Fiscal Mechanisms to Improve Outcomes for Children in Your State or Community

• Lou Danielson
• Susan Kauffman
• Katie Klinger Tackett

• Fiscal Fitness: Understanding and utilizing fiscal mechanisms to improve outcomes for children in your state or community
• Survey says. . .census is better! - Indiana’s transition from sampling to census method
• Adding It Up - A Guide to Mapping Public Resources for Children, Youth and Families
• Research and Analysis: FISCAL MAPPING

OSEP staff will discuss OSEP Memo 11-07, dated January 21, 2011, its implications and questions that have been received. Technical Assistance Providers from the National Center on Response to Intervention will provide information on how the RTI process can inform identification of students with disabilities and discuss how to involve parents in the process.

Response to Intervention Goes to Pre-K: An Early Intervening System Called Recognition and Response

• Virginia Buysse
• Ellen Peisner-Feinberg

• Multimedia Presentation
• Audio Recording of Live Call (MP3: 18358kb)
• RTI Goes to Pre-K: An Early Intervening System Called Recognition and Response (PPT: 4555kb)
• Council for Exceptional Children Position Statement on Response to Intervention (RTI) (2007)
• Recognition and Response Web site at the National Center for Learning Disabilities
• Recognition and Response Project at Frank Porter Graham Child Development Institute

This conference call explored the multi-tier Recognition and Response model (R&R) which represents a translation of RTI for use with 3 to 5 year olds with learning difficulties in early childhood settings. The call will provide a description of the origin of R&R and the rational for using a multi-tier model for early intervening. Participants will have an opportunity to learn about methods of universal screening and progress monitoring as part of an integrated assessment plan and to review instructional support strategies within the three-tier model.