Curriculum and Assessment: Response to Intervention
Response to Intervention (RtI) for Early Childhood Programs
Application of the RtI model to preschool-aged children and programs that serve them is a relatively new concept. The evidence-base for an effective approach with this population is still an emerging field. Promising early guidance, however, is available:
- Putting the Puzzle Pieces Together: Planning For, and Implementing, a Multi-tiered System of Supports in Pre-K Settings (ppt) - Describes the many facets that form the foundation of a high quality, preschool learning environment. Also includes information on Universal Design for Learning, collaboration, and classroom structures & practices.
- Myths & Misconceptions Regarding RtI in EC (pdf) - 5 myths are described in this section of the DEC/NAEYC/OHS article, “Frameworks for Response to Intervention in Early Childhood”
- Recognition & Response (website) - A preschool RtI model, developed at the UNC-Frank Porter Graham Child Development Institute, managed through the National Center for Learning Disabilities.
- Response to Intervention Applications in Early Childhood Settings: Misunderstandings and Misconceptions 2013 (pdf) - Common features to implement RTI practices in early childhood settings
- The WI Model for RtI: Applications in Early Childhood Settings - (pdf) WDPI downloadable publication
- WI RtI Center: Response to Intervention and Early Childhood (website) - offers information on the special considerations needed to apply RtI in Early Childhood settings and links to additional resources.
- RTI Action Resource (webpage) - From the National Center for Learning Disabilities, this site provides resources supporting RtI in the preschool environment
- RTI Approaches for PreK: Implementation rubric (pdf) -Is your program ready to implement RtI?
- New! Response to Intervention and Early Childhood (webpage) - Used to assist school RtI implementation teams bridge the language & practices found on the School-wide Implementation Review (SIR) with early childhood language & practices.
- Science has established a compelling link between social/emotional development and school success. Evidence-based practices for supporting social-emotional development and addressing challenging behavior in young children, and aligned with the PBIS model, are provided through Wisconsin’s Pyramid Model training.
- Handbook of Response to Intervention (webpage) - Brookes Publishing
- Archived Webinars on RtI in Early Childhood Topics (webpage) - Brookes Publishing
- Frameworks for Response to Intervention in Early Childhood: Description and Implications, Feb 2013 (pdf) - jointly developed by the Division for Early Childhood of the Council for Exceptional Children, National Association for the Education of Young Children & the National Head Start Association.
For a Working Definition of Evidence-based Practice in Early Childhood...
Additional resources to individualize instruction:
For Children who Exceed Expectations:
For more information on RtI for Preschool, contact:
Jen Kalis, Early Childhood RtI Statewide Coordinator, [email protected] or call 608-786-4810
“The emotional, social, and behavioral competence of young children is a strong predictor of academic performance in early elementary school.” (Zero to Three, 2003)