Response to Intervention (RTI) in Early Childhood
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Response to Intervention (RTI) in Early Childhood topic editor: Sue Goode Most recent additions to this page: Response to Intervention (RTI) in Early Childhood: Building Consensus on the Defining Features (January 2012)This concept paper provides a framework for thinking about the meaning of RTI in early childhood and outlines important considerations for early care and education programs that choose to adopt and implement RTI. It was developed with input from national experts and key stakeholders gathered over a two-year period (2009-2011). Additional information and resources are available on the National Professional Development Center on Inclusion (NPDCI) Response to Intervention in Early Childhood (RTI-EC) topic page. Conference Presentations and Related MaterialsNECTAC maintains a searchable collection of presentations from OSEP's Annual National Conferences, the Annual Early Childhood Outcomes Conferences, and the Annual Early Childhood Inclusion Institutes. See presentations related to RTI in early childhood from 2007 to the present. (posted November 23, 2011) RTI National Online Forum: Implementing RTI in Early Childhood Settings (November 17, 2011)This 80-minute webcast features four nationally recognized experts in RTI who provide guidance on establishing multi-tiered systems of support for young children, an overview of the essential components of RTI, new instructional strategies, policy considerations, emerging approaches to measurement, and the supports needed for success. |
Response to Intervention (RTI) refers to a process of intervening with children who are at-risk for learning disabilities to:
- Identify learning difficulties earlier and more reliably
- Decrease the number of inappropriate referrals to special education
- Decrease the disproportionate representation of minority children in special education
While the RTI model has typically been used with school-aged children, RTI resources are being developed to meet the unique needs of very young children.
Conference Presentations and Related Materials
NECTAC maintains a searchable collection of presentations from OSEP's Annual National Conferences, the Annual Early Childhood Outcomes Conferences, and the Annual Early Childhood Inclusion Institutes. See presentations related to RTI in early childhood from 2007 to the present.
OSEP Letters of Clarification
OSEP
Policy Letter on RTI and Child Find
Clarifies
that a Response to Intervention (RTI) process cannot be used to delay/deny an evaluation
for eligibility under the
IDEA. (January 21, 2011)
OSEP
Policy Letter on RTI and Children Enrolled in Head Start
Clarifies the applicability of the Response to Intervention (RTI) requirements in
Section 614(b)6(B) of Part B of the IDEA to children ages 3 through
5 enrolled in Head Start Programs. (June 2, 2010)
Recognition & Response (R&R) / RTI for Pre-K
Recognition and Response (R&R) is a tiered model for pre-k based on RTI
that provides quality instruction for all children, as well as
targeted interventions matched to individual children’s learning needs.
The R&R project at the FPG Child Development Institute, University of
North Carolina, is funded by the U.S. Department of Education's Institute of Education Sciences (IES) to study the
effectiveness of this model for preschool children. In October 2009, they published
Recognition & Response: Findings from the First
Implementation Study
(PDF: 205kb) . The R&R Web site at FPG includes information on the following:
Center for Response to Intervention in Early Childhood (CRTIEC)
CRTIEC was funded in 2008 by the U.S. Department of Education's Institute of Education Sciences (IES) to conduct research and provide resources that support the use of RTI to increase the number of young children who enter school with knowledge and skills in early literacy and language. CRTIEC hosts an Annual RTI in Early Childhood Summit and posts presentations and materials from the summits online.
RTI Action Network - Pre-K Resources
The RTI Action Network is a program of the National Center for Learning Disabilities, funded by the Cisco Foundation and in partnership with the nation’s leading education associations and top RTI experts. It is dedicated to the effective implementation of RTI in school districts nationwide.