Charles Greenwood, Judith Carta, Howard Goldstein, Ruth Kaminski, and Scott

McConnell

IES Project Director’s Meeting

March 6, 2014

2014 Update on the Center for Response to Intervention in Early Childhood (CRTIEC):

Accomplishments Handout

http://www.crtiec.org

KU, add your logo here

CRTIEC’s Mission

To promote kindergarten language and literacy readiness through development and evaluation of evidence-based practice for preschool prevention-oriented interventions like RTI/MTSS

To promote leadership in the use of RTI/MTSS

CRTIEC’s Objectives

Interventions Develop, test, and disseminate Tier 2 and 3 language

and early literacy interventions for preschool Measurement

Develop, validate, and disseminate an aligned universal and progress monitoring system for preschool language and early literacy decision-making

Supplementary Research Preschool RTI Leadership and Outreach Dissemination

CRTIEC’s Accomplishments

Tier 2: Supplemental Preschool Interventions Developed

Story Friends Series: Language and comprehension intervention

PAth to Literacy: Phonological awareness and alphabet Knowledge Aligned training and measures (Mastery

monitoring probes, Unit tests, Basic concept test, Assessment of Story Comprehension (ASC)

Tier 3: Individualized Preschool Interventions Developed

Reading Ready - Early Language (Lessons and Instructional Materials)

Reading Ready - Early Literacy (Lessons and Instructional Materials)

Aligned Training Materials and Measurement Tools

Measurement: Universal Screening and Progress Monitoring Developments

Universal screening in 4 domains and 3 seasons (with cut scores (benchmarks) for each season

Domains are (Oral Language – Picture Naming, PA Rhyming and First Sounds, Alphabet Knowledge Sound ID, Comprehension Which One Doesn’t Belong) I60 items per measure in the item bank Decision making framework Future Development

Progress MonitoringSpanish IGDIs

MyIGDIs Adoptions (Iowa; Kansas, others)

Supplementary Research Objective

Descriptive Investigation of Preschool Tier 1 from an RTI Perspective and the Need for an RTI Approach Greenwood, C. R., Carta, J. J., Atwater, J., Goldstein, H., Kaminski, R., &

McConnell, S. R. (2012). Is a response to intervention (RTI) approach to preschool language and early literacy instruction needed? Topics in Early Childhood Special Education, 33(1), 48-64.

Greenwood, C. R., Carta, J. J., Atwater, J., Howard Goldstein, Ruth Kaminski, McConnell, S., . . . Howard, W. (Under Revision). Connections between preschool core language and early literacy instruction, children's literacy engagement, and growth in language and early literacy skills. Early Childhood Research Quarterly.

National Survey of State Early Childhood Director’s Reports of the Prevalence and Use of an RTI Approach in Early Childhood Greenwood, C. R., Bradfield, T., Kaminski, R., Linas, M., Carta, J. J., & Nylander,

D. (2011). The Response to Intervention (RTI) approach in early childhood. Focus on Exceptional Children, 43(9), 1-22.

RTI Leadership Objective

Promote leadership in Preschool RTI Annual Preschool RTI Summit in

collaboration with the Division for Early Childhood

Supporting Website (www.crtiec.org) Promote awareness of national RTI

implementation Support networking between

researchers, practitioners, administrators, and policy makers

Leadership Objective:Annual Preschool RTI Meeting

How many persons attended the Annual RTI Summit Meeting?

651 attendees; 163 per year

How many persons are registered in the RTI network?

Over 1200

How many individual sessions at the RTI summit?

81 panels and posters

Website hits per year? 10,000+

Persons, Students, and Collaborating Organizations Impacted

How many individuals have worked on the project?

164, 33 per year

How many graduate students have worked on the project?

42, 16 per year

How many young investigators have written/ submitted grants?

4

How many Post Docs have worked on the grants?

2

What other organizations (Preschool Programs) have been involved as partners?

~12

Research Projects with Links to CRTIEC

Funded during CRTIEC Abbott, M., & Greenwood, C. R. (2011-2014). Efficacy of Literacy 3D: Coaching and Data-based

Decision Making to Strengthen Preschool Tier 1. Phase 2: Steppingstones Technology Innovation Project. OSEP, USDE

Wackerle-Hollman, A., Duran, L., McConnell, S. & Rodriguez, M. (2012-16). Research and Development of Spanish Individual Growth and Development Indicators (S-IGDIs): Early Literacy identification and progress monitoring in Spanish-English bilingual children. Goal 5, NCER, IES.

Pending Greenwood, C. R., (2014-2019 pending). The Effects of Promoting Engaging Early Literacy

Interactions in Preschool Environments: Literacy 3D. Goal 3, NCER, IES. Wackerle-Hollman, A., McConnell, S. & Rodriguez, M. (2014-2019, pending). Individual Growth

and Development Indicators: Automated Applications for Performance Evaluation of Early Literacy (IGDI-APEL). Goal 2, NCER, IES. Submitted last year with high reviews (Score = 1.7) to be resubmitted if unfunded in NCER portfolio.

Submissions/Resubmissions Greenwood, C. R., Beecher, C., & Atwater, J. (2014-2019). Validity Studies of the Classroom Code

for Interactive Recording of Children’s Learning Environments (CIRCLE) (Version 2.0), an Interaction Measure of Preschool Language and Early Literacy Instruction, Goal 5 to be submitted to NCSER, IES.

Kelley-Spencer, B., Goldstein, H. et al., (2013-2016). Moving a Language and Literacy Tier 2 intervention to Digital Technology, submitted last year (score = ??), to be resubmitted this year. Goal 2?, NCSER, IES.

Wackerle-Hollman, A., Duran, L., McConnell, S. & Rodriguez, M. (2014-2019). Research and Development of Progress Monitoring IGDIs: Spanish and English Complementary Measures. Goal 5 to be submitted to NCER, IES.

Dissemination Objective

Broadly Disseminate CRTIEC’s Products and Findings Website: www.crtiec.org Peer Reviews Publications Chapters and Books Webinars Private Sector Publication

Scholarly Products Dissemination Objective

How many publications of all types 107How many conference papers/ presentations?

254

How many Website(s) and other Internet site(s)?

3

How many technologies or techniques or software?

3

How many assessment/measurement products?

57

How many curriculum interventions? 4

Peer-Reviewed Journals in which CRTIEC Research Appears

1. Assessment for Effective Intervention2. Contemporary Issues in Communications Science and Disorders3. Early Childhood Research Quarterly4. Evidence-Based Communication Assessment and Intervention5. Focus on Exceptional Children6. Infants and Young Children7. Journal of Early Intervention8. Journal of Learning Disabilities9. Journal of School Psychology10. Journal of Speech, Language, and Hearing Research11. Language, Speech, and Hearing Services in the Schools12. Perspectives on Language, Learning and Education13. Topics in Early Childhood Special Education14. Young Exceptional Children15. Journal of Learning Disabilities16. The Elementary School Journal

CRTIEC Chapters and Reports Published in Books/Websites

Literacy in Preschool and Kindergarten Children: The National Early Literacy Panel and Beyond

Handbook of Response to Intervention (RTI) in Early Childhood Measuring Quality in Early Childhood Settings Using IGDIs: Individual Growth and Development Indicators for Young

Children Roadmap to Pre-K RTI Best Practices in School Psychology V Universal Screening in Educational Settings:  Identification, Implications, and

Interpretation The Handbook of Response to Intervention: The Science and Practice of

Multi-Tiered Systems of Support (2nd Ed.) Issues in Special Education Early Childhood Assessment In School And Clinical Psychology Early Childhood Literacy: The National Early Literacy Panel and Beyond. Re-visioning the Beginning: The Implications of Developmental and Health

Science for Infant/Toddler Care and Poverty

CRTIEC Publications/Resources

http://www.crtiec.dept.ku.edu/publications/

http://www.crtiec.dept.ku.edu/presentations/

http://www.crtiec.dept.ku.edu/rti-summit/2012-rti-summit/