Presenter: Heidi Mendenhall

““The best predictor of future behavior is a past behavior The best predictor of future behavior is a past behavior history; but small increments of progress during early history; but small increments of progress during early

intervention begin to create a new history which predicts a intervention begin to create a new history which predicts a new future” (Bagnato & Neisworth, in press).new future” (Bagnato & Neisworth, in press).

Special Education Early Delivery Systems

Heidi MendenhallSpecialized Consultant

Understand theoretical structure of Recognition and Response

Understand the process of adopting Recognition and Response for Preschool

Become familiar with resources and strategies to support each tier.

““The best predictor of future The best predictor of future behavior is a past behavior behavior is a past behavior

history; but small increments history; but small increments of progress during early of progress during early

intervention begin to create a intervention begin to create a new history which predicts a new history which predicts a new future” (new future” (Bagnato & Neisworth, in Bagnato & Neisworth, in

presspress).).

What do you Know?

What want to know?

What do you learn?

Message from the State Superintendent of Public Instruction Message from the State Superintendent of Public Instruction

Response to Intervention (RtI) is emerging nationally as an effective strategy to Response to Intervention (RtI) is emerging nationally as an effective strategy to support every studentsupport every student. The California Department of Education (CDE) is coining the term Response to Instruction and Intervention (RtI²) to define a general education approach of high-quality instruction and early intervention, prevention, and behavioral strategies. RtI² offers a way to eliminate the achievement gap through a schoolwide process that provides assistance to every student, both high-achieving and struggling

learners. It is a process that utilizes all resources in a school and school district It is a process that utilizes all resources in a school and school district in a collaborative manner to create a single, well-integrated system of in a collaborative manner to create a single, well-integrated system of instruction and interventions informed by student outcome datainstruction and interventions informed by student outcome data. RtI² is fully aligned with the research on the effectiveness of early intervention and the recommendations of the California P–16 Council. Access, culture and climate, expectations, and strategies are the council’s themes.

Rti is cited in the reauthorization of the individuals with disabilities Rti is cited in the reauthorization of the individuals with disabilities education act (idea) of 2004 related to the determination of a specific learning education act (idea) of 2004 related to the determination of a specific learning disability (sld) and in 34 code of federal regulations sections 300.307, 300.309, disability (sld) and in 34 code of federal regulations sections 300.307, 300.309, and 300.311.and 300.311. The IDEA regulations allow for the use of a process, based on a child’s response to scientific, research-based intervention, as a component to determine whether a child has an SLD. Thus, the data gained during the implementation of an effective RtI² system can be part of the process to identify students with learning disabilities. Research shows that implementation of RtI² in general education reduces the disproportionate representation of certain groups of students identified as needing special education services.

Together, we can close the achievement gap and open the door to a Together, we can close the achievement gap and open the door to a better future for every student, without exception. I look forward to continuing better future for every student, without exception. I look forward to continuing our work together. our work together.

JACK O’CONNELL State Superintendent of Public Instruction

RTI models can improve the academic performance of at risk students most notably and most researched in the area of early reading skillsO connor, Harty and Fulmer ; Vaghn, Linan-Thompson and Hickman 2003

Students performed better on academic behaviors such as time spent on task and task completionBuysse and Peisner-Feinberg, 2009

Students who were involved in programs employing RTI models had reduced rates of special education referral or and placement Bollman Silberglitt and Gibbons 2007

Recognize/ Recognition

Respond/

Response

CollaborativeCollaborativeProblem Problem SolvingSolving

Universal Screening: • a tool used two or

three times a year for everyone,

• The ages and stages questionnaire is a good example.

Progress Monitoring is:• Assessment done on a

continuous basis to identify growth

Evidence Based Practice in Early Childhood Education is:• A decision making

processes that integrates the best available field evidence with teacher and family knowledge and values.

• Bridging this gap between research and practice.

Re

Collaborative Collaborative Problem SolvingProblem Solving

Let’s Jump in Head First….

Who is ready to Who is ready to jump in and go jump in and go for it?for it?

• Collaborative Problem Collaborative Problem SolvingSolving

• Recognition:Recognition:• Universal ScreeningUniversal Screening

• Response:Response:• High Quality InstructionHigh Quality Instruction• Evidence based practiceEvidence based practice

EnvironmentEnvironment•Early Childhood environmental rating scaleEarly Childhood environmental rating scale

Developmental ProgressionDevelopmental Progression•California Learning FoundationsCalifornia Learning Foundations•Pre-K guidelinesPre-K guidelines•Desired Results Developmental Profile 2010 and accessDesired Results Developmental Profile 2010 and access•Your curriculumYour curriculum

StrategiesStrategies•California Preschool Curriculum frameworkCalifornia Preschool Curriculum framework•Preschool English Language Learner guidePreschool English Language Learner guide•Inclusion worksInclusion works•Division of Early Childhood recommended practices.Division of Early Childhood recommended practices.

Use these resources to Think outside the

box….

• Collaborative Problem SolvingCollaborative Problem Solving• Recognition:Recognition:

• Universal ScreeningUniversal Screening• Progress MonitoringProgress Monitoring

• Response:Response:• High Quality InstructionHigh Quality Instruction• Evidence based practiceEvidence based practice• Focused Intervention Focused Intervention

• Small groupSmall group• Embedded learning opportunitiesEmbedded learning opportunities

Add an extra social story for a small group every day

Flex Group during discovery time, or outside time

Add emotional vocabulary to be taught in multiple language and modalities 3 times daily

• Collaborative Problem SolvingCollaborative Problem Solving• Include SpecialistsInclude Specialists• Consider Referral to Special Education regularlyConsider Referral to Special Education regularly

• Recognition:Recognition:• Universal ScreeningUniversal Screening• Progress MonitoringProgress Monitoring• FREQEUNT Progress MonitoringFREQEUNT Progress Monitoring

• Response:Response:• High Quality InstructionHigh Quality Instruction• Evidence based practiceEvidence based practice• Tier Two Interventions• Individualized Interventions

• Intense• Engaging

• Inclusion of movement, songs, games appropriate for preschool children

• Inclusion of extension activities for additional practice and integration of newly acquired skills/competencies in center activities

• Focused• Restricted scope and sequence of skills • Focus on prerequisite and high-priority

skills

Be Flexible LEARN AS YOU GO!

Develop a Strong Leadership Team Early!

Build in Time for Collaboration at ALL costs

Start with a strong Tier One System FIRST

Make Data useful and develop a system that utilizes Universal screening, Progress monitoring and has Efficient access

Shared leadership... is less like a an orchestra, where the

conductor is always in charge, and more like a jazz band, where leadership is passed

around ... depending on what the music demands at the

moment and who feels most moved by the spirit to express

the music.' Schlechy 2001

Shared leadership... is less like a an orchestra, where the

conductor is always in charge, and more like a jazz band, where leadership is passed

around ... depending on what the music demands at the

moment and who feels most moved by the spirit to express

the music.' Schlechy 2001