applying rti in the early childhood setting: applying rti in the early childhood setting:...
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Applying RTI in the Applying RTI in the Early Childhood SettingEarly Childhood Setting::
Assessment, Intervention and Progress Monitoring
National Association of School Psychologist Annual Convention
March 3, 2009
Presented by:
Melissa Brown and Verity Rodrigues
Language
Social
Motor
Cognitive
Introductions
• Who has traveled the longest distance?
• How many of you are EC Psychologists?
• What is your role in RTI?
Introduction
Response to Intervention (RtI)
throughProfessional Learning Communities (PLCs)
in theEarly Childhood Special Education Setting
Presentation Objectives
Overview of RTI and PLC in EC settingGain understanding of various data collection methods used
in Early Childhood RtI • Universal screening in ECP RtI• Progress monitoring in ECP Rti• IEP goal updates in ECP RtI
• Reflect on Interventions Implemented through Problem-Solving
Why implement RtI in the ECP setting?
Benefits:• We know that Early Intervention Works, and we must identify what is working • We can tailor activities to meet preschool needs• We can limit unnecessary standardized testing• Our data provides critical information in a more
timely manner• We can reduce the number of students who will
need special education when transitioning into kindergarten
• We can assess children in more natural settings
Process and Outcomes of the Models
Complementary Models
•RtI - unified system of education assumes all staff involved in meeting needs of all student
•PLCs - creates a collaborative culture to work together to promote success for all students
RtI Components
• Collaborative process• Tiered system of interventions• Data driven system• Problem-solving method
– Problem Identification– Problem Analysis and Plan Development– Plan Implementation– Intervention Plan Evaluation
PLC Components
• Collaborative culture• Educators team together consistently• Professional development• Data-based decision making• Use of team guiding questions
– What do we want each student to learn?– How will we know when each student has learned it?– How will we respond when a student experiences
difficulty in learning?”(Rick DuFour)
Application of RtI in ECP
RtI Leadership Team
1. Needs Assessment
2. Developed Assessment Plan
3. Created Intervention Plan
4. Prepared for Teaming
Focus: assessment/intervention– Early literacy skills– Social and Play skills
– Parent-child and Teacher-child Interaction
Component 1: Tiered Levels of SupportLanguageLanguage
SocialSocialPhysicalPhysical
CognitiveCognitive
RtI Essential Component 2:Problem Solving Method
Plan Evaluation
Did our plan work?
Plan Evaluation
Did our plan work?
Problem AnalysisWhy is it happening?Why is it happening?
Problem AnalysisWhy is it happening?Why is it happening?
Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?
Plan DevelopmentWhat can we do about it?What can we do about it?Plan DevelopmentWhat can we do about it?What can we do about it?
RtI Essential Component 3:Integrated Assessment Systems
Assessment
Instruction
Assessment Instruction
This is what we want...
Aligning Assessment and Instruction
We don’t want
this…
How Does it Fit Together?
Additional Assessment
InstructionResults
Monitoring
IndividualDiagnostic
IndividualizedIntensive
weekly
All Students at a grade level
Universal Screening
Bench-Mark
Assessment
AnnualTesting
Behavior Academics
None ContinueWithCore
Instruction
Progress ReportsClassroomAssessments
Yearly Assessments
Group Level Assessment
SmallGroupDifferenttiatedBy Skill
2 times/month
Step 1Step 2 Step 3 Step 4
Supplemental
1-5%
5-10%
80-90%
Core
Intensive
1. Universal Screening/ Problem ID
IGDIs
Creative Curriculum Checklist
Play-Based Assessment
Universal IGDIs Data
• Individual Growth and Developmental Indicators (IGDIs)
• Developed by researchers with Juniper Garden Children’s Project at University of Kansas
• Curriculum Based Measures for pre-literacy skills
• Picture Naming, Rhyming, Alliteration
Example of Picture Naming Data at Each Benchmark Period
Fall Winter Spring
0 6 8
1 7 9
6 10 15
11 16 19
12 18 21
12 18 26
13 23 39
15 24 Absent
17 25 Absent
Example of Classroom Data
Picture Naming Data for Students who Received Intensive Intervention
0
5
10
15
20
25
Fall Winter Spring
Benchmark Periods
Pictures Named Correctly
Carlos
Mickey
Nathan
Creative Curriculum Checklist
• Checklist of objectives across 4 developmental domains:– Social-emotional– Physical– Cognitive– Language
• Teachers rate students based on direct observations after 6 weeks in classroom
Play-Based Assessment
• Initial assessment determining need for preschool special education services
• Direct observation assessing the following developmental areas: Motor, communication, Cognitive, Emotional and social
• Hearing and vision concerns are ruled out
Core Instruction within ECP
Creative Curriculum
2. Problem Analysis
Sample Student's Fall Creative Curriculum Team Ratings
Social Goals 1 - 8 Physical Goals 9 - 12 Cognitive Goals 13 - 24 Language Goals 25 - 33
3. Plan Development
Across Developmental Areas
Varying level of intensity•Vocabulary•Rhyming/Beginning Sounds•Language for Learning•Social Skills Curriculum •Parent Training•Speech-language supports
Video Example
ECP Classroom Intervention
4. Progress Monitoring
• IEP Goal Benchmarks
• IGDIs
• Creative Curriculum Checklist
Video Example of IGDIs
5. Plan Evaluation
• Teaming Process within PLC Framework– Family-Centered Services– Consultation with medical professionals
• Progress monitoring data
• IEP Benchmarks
• Direct Observation
Case Example: Matching the Level of Intervention Intensity
to the Level of Need
Case Example: Mickey
• Background Info:– No prior preschool experience at age 4– Concerns are speech and behavior– Expressive and receptive language disorder and
apraxia; motor delays– Seizure disorder treated through medication– Good play skills and social skills were age appropriate– Little to no pre-academic skills– Used non-verbal language only (miming)– Issues with dental hygiene that interfered with
producing sounds
Case Example: Mickey
• Initial Screening Data:– IGDIs: Picture Naming = 0 (mimed and made sounds
for train and motion for hammer)– Play-Based Assessment areas of need:
• Social-Emotional: Attention span• Pre-academic skills: colors, shapes, numbers, vocabulary• Motor: Fine motor, using a pencil• Cognitive and Play: Strength areas
– Creative Curriculum: Rated after 6 weeks in classroom and again at transition out of program
Case Example: Mickey
• Interventions Received:– Individual speech-language therapy – Weekly PLC team meetings– Pre-academic skills and preschool vocabulary– Occupational therapy– Treatment for seizure disorder– Dental hygiene
Case Example: Mickey
• Progress Monitoring:– Weekly direct observation of engagement
during whole group story-time– IGDIs Picture Naming– IEP Goals (ex. percent correct on vocabulary
themes (speech-language)
Mickey’s Progress Monitoring Data
Mickey's Picture Naming Progress Monitoring Data
0
5
10
15
20
25
30
10/1/0810/15/0810/29/0811/12/0811/26/0812/10/0812/24/08
1/7/091/21/09
2/4/092/18/09
3/4/093/18/09
4/1/094/15/094/29/09
Date
Number of Pictures Named
Series1
Intensive Intervention
Teaming
What have we learned?
1. Gaining Knowledge of RtI/PLC
2. Learning assessment skills
3. Finding instructional planning ideas
Barriers that still exist
1. Team responsibilities and roles
2. Teaming across tiers
Future Teaming Plans
Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid response to intervention. Solution Tree: Bloomington, IN.
Creative Curriculum: www.creativecurriculum.net
Individual Growth and Development Indicators (IGDIs): www.igdi.ku.edu
Presenters:Verity Levitt Rodrigues, PhD: [email protected] Brown, PhD: [email protected]