A Look at RTI in Early Childhood

Presentation Provided to PSJA I.S.D. August 19, 2013

Laura M. Sáenz, Ph.D., Associate Professor of Special Education

And Associate Vice Provost for Undergraduate Studies

Overview of the Presentation

Roadmap to Pre-k RTI

Introduces Models of RTI in Preschool Settings

Overview of RTI

RTI Approaches Have Evolved as a Response to Two Primary Concerns in K-12 Settings

1. An existing “wait to fail” model in which teams had to wait until a child/student demonstrated a significant discrepancy between intellectual ability and academic achievement (that is, failed) before determining that he or she had a learning disability and thus was eligible forspecial education services.

2. A commonly occurring practice in which students were identified as having a delay or disability without consideration of the quality, type, or relevance of teaching efforts they may have received in general education settings prior to this identification.

RTI in Early Childhood Settings

• Understanding models of K-12 RTI models may be useful, but the models may not be directly applicable to EC settings. – Variability in supervision of programs (e.g.,

agencies vs. schools) – Variability in teacher training or expertise– Variability of resources– Develop needs of EC students are much

broader than those in K-12

Origins of RTI

• Education of All Handicapped Children Act (1975) defined “underachievement” as discrepancy between IQ and achievement.

• IQ/achievement discrepancy is criticized:– IQ tests do not necessarily measure intelligence

• Therefore, a discrepancy between IQ and achievement may be inaccurate.

– IQ and achievement are not independent. • Difference scores, therefore, may be unreliable.

– Waiting for students to fail.• Most students identified by grades 3 to 5.

Six Problems in Identifying SLD

• 1: Subjectivity in referral with much emphasis on teacher perceptions

• 2: Flawed procedures determining LD such as IQ-Achievement Discrepancy models

• 3: “Wait to fail” approach

(Haager et al., 2007, chapter 1).

Six Problems in Identifying SLD

• 4: Very little emphasis on appropriateness of instruction

• 5: Variability in prevalence across states

• 6: Disproportionate numbers of minority students identified as LD

(Haager et al., 2007, chapter 1).

Addressing the Problems of LD Identification

• One option: Eliminate LD as a category included in IDEA.

• Second option: Investigate alternate methods for indentifying SWLD. – Major change: recommended use of

Response to Intervention (RTI)

(Haager et al., 2007, chapter 1).

What is RTI?

• RTI is an alternative framework for “underachievement”: – unexpected failure to benefit from

validated instruction.

• RTI eliminates poor instructional quality as an explanation for learning problems.

What is RTI?

• Not a new process. • A system with parts that have been

implemented by schools for a number of years.

• Shifts responsibility for struggling learners.

• Should be viewed as a process that can enhance the learning of all students. (Ogonosky, 2008, Chapter 1).

What is Response to Intervention (RTI)?

• RTI is a systematic problem-solving process designed to– allow for earlier identification of students’difficulties– provide students with a level of instructional intensity matched to their demonstrated response to intervention– provide a data-based method for evaluating the effectiveness of instructional approaches and changing/improving them

Definition of Responsiveness-to-Intervention

When a low-performing student does not show growth in response to small-group validated intervention, to which most students respond, he/she is considered to have special learning needs, due to a disability, which require an individualized learning program. This is typically delivered under the auspices of special education (National Center on Student Progress Monitoring, 2007).

Definition of RTI Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems.  With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities (National Center on RTI, 2008).

Definition of RTI

RTI is a “process of instruction, assessment, and intervention that allows schools to identify struggling students early, provide appropriate instructional interventions, and increase the likelihood that the students can be successful and maintain their class placement” (Mellard & Johnson, 2008, p. 1).

Definition of RTI

• RTI is the practice of…– Providing high-quality instruction/

intervention matched to student needs and

– Using learning rate over time and level of performance to

– Making important educational decisions.

Source: NASDE 2005 Response to Intervention: Policy Considerations and Implementation. (p. 5)

Operationalizing RTI as Dual Discrepancy

• Unresponsive is often operationalized as dual discrepancy:– Student performs substantially below

level demonstrated by peers and demonstrates a learning rate substantially below peers.

• Special education considered only when dual discrepancy, in response to small-group validated instruction, is found.

Assumptions of RTI

• Intended to reduce the need for special education by improving and providing services early

• Services are individualized and based on evidence-based strategies

• There is a high quality of “general” intervention, and resources and services are added as needed.

Key Ideas of RTI

1. All children can learn2. Intervene early3. Use a multi-tier model of service4. Use problem solving method to drive decisions5. Use research-based, scientifically validated interventions/instruction to the extent available6. Monitor student progress to inform instruction7. Use data to make decisions8. Universal screening, diagnostics and progress monitoring

Advantages of RTI

• Students identified as LD only after not responding to effective instruction.– Poor instructional quality is ruled out as

explanation for poor student performance.

• Students provided intervention early.– RTI does not wait for students to fail.

• Student assessment data informs teachers about appropriate instruction.– Data help improve teacher instruction.

Two Types of Assessment in RTI

• Screening and benchmark assessment to determine the need for intervention

• Progress-monitoring assessment to track student progress

(Haager et al., 2007, Chapter 2).

Three Functions of Assessment in RTI

• Screening: conducted to identify a subset of students in need intensive intervention (Tier 2)

• Progress Monitoring: conducted to quantify RTI for the purpose of making decisions about movement into and out of more intensive supports (Tier 2 and 3)

• Informing Instructional Planning: conducted to help teachers individualize instruction (Haager et al, 2007, Chapter 3).

Five Dimensions of RTI Approaches

1. Number of tiers (2–5)2. How at-risk students are identified:

– Percentile cut on norm-referenced test– Cut-point on measures – Growth over time – 3. Nature of Tier 2 preventative

treatment:– Individualized (i.e., problem solving)– Standardized research-based protocol

Five Dimensions of RTI Approaches

4. How “response” is defined:– Final status on norm-referenced test or

using a benchmark– Pre–post improvement– Growth over time– End of year performance or benchmark

5. What happens to nonresponders:– Nature of the abbreviated evaluation to

categorize learning disability (LD), behavior disability (BD), and mental retardation (MR)

– Nature of special education

The Basics of a Three-Tier K-12 RTI Model

RTI: A Multi-tiered Prevention System

• RTI relies on a multi-tier prevention system to identify students with LDs:– Primary prevention level– Secondary prevention level– Tertiary prevention level

(Some models incorporate more than 1 tier of intervention within each of the 3 prevention levels.)

Primary Prevention:Schoolwide and classwide

instruction

Secondary Prevention:

Intensified, validated intervention

Tertiary Prevention:Further intensified and

individualizedIntervention

~80% of students

~15%

~5%

Continuum of Schoolwide Support

The Basics of Tier 1

• Primary Prevention (Tier 1):– All students screened to determine which

students are suspected to be at risk.– Students suspected to be at risk remain

in primary prevention, with PM.– PM:

• Disconfirms risk. These responsive students remain in primary prevention.

• Confirms risk. These unresponsive students move to secondary prevention.

The Basics of Tier 2

• Secondary Prevention (Tier 2):– Research-based tutoring– Provided in small groups– With weekly PM– At end of tutoring trial, PM indicates

students were:• Responsive to Tier 2 tutoring. These

responsive students return to primary prevention but PM continues.

• Unresponsive to Tier 2 tutoring. These unresponsive students move to tertiary prevention (special education).

The Basics of Tier 3

• Tertiary Prevention (Tier 3):– Special education services– With weekly PM– PM is used to:

• Set Individualized education program (IEP) goals.

• Design individualized instructional programs.

• Monitor student response.– When PM indicates the student achieves

benchmark performance, student exits special education (i.e., returns to primary or secondary prevention), with ongoing PM.

Three Tiers of RTI

TIER 2: Secondary Prevention- Validated or researched-based tutoring- PM to assess responsiveness

RESPONSIVE

UNRESPONSIVE

AT RISK

TIER 3: Tertiary Prevention- Special education- PM to set IEP goals- PM to formulate individualized programs- PM to assess responsiveness

RESPONSIVE

UNRESPONSIVE

TIER 1: Primary Prevention- General education setting- Research-based instruction- Screening to identify students suspected to be at risk- PM to (dis)confirm risk status

Typical RTI Procedure

1. Screen all students to identify suspected at-risk students.

2. Monitor progress of students suspected to be at risk to (dis)confirm risk.

3. Provide second preventative tutoring to at-risk students, while progress is monitored to assess response.

Typical RTI Procedure

4. Move students who prove unresponsive to secondary preventative tutoring to tertiary prevention. They receive comprehensive evaluation to answer questions and to determine disability.

5. Monitor progress in tertiary prevention to set IEP goals, formulate effective programs, and determine exit decisions.

Defining RTI in Early childhood

Core Practices of RTI that Align with EC Practices • Specification of a multi-tiered system of

supports; • Early provision of support of intentional

teaching/caregiving with sufficient intensity to promote positive outcomes and prevent later problems;

• Use of child data to inform teaching and responsive caregiving practices; and

• Use of research-based, scientifically validated practices to the maximum extent possible

Features of Pre-K RTI Shared with RTI for K-12 Children Include…

• Tiered instruction and intervention • High quality classroom instruction • Ongoing student assessment and

progress monitoring

Each of these RTI features must be adapted for Pre-K Settings

Application of K-12 Models with Preschoolers

• Models or approaches designed for school-aged children cannot be directly applied to preschoolers without modifications

• Critical features may remain the same, but specific applications must be adapted to meet the early childhood culture and must address the development needs of young children.

Application of K-12 Models with Preschoolers

• RTI for school-aged children has had a focus on identifying “non-responders” once referred to as “treatment resisters.”

• With preschoolers, the language and focus should be on how the child’s response indicates a need for additional support and by sharing responsive education plans to ensure the child is placed on a trajectory for success

• Unlike K-12 RTI , RTI for preschoolers should include a deliberate focus on family involvement

Major Components of Pre-K RTI

Learning About the Child’s Strengths and Weaknesses: Screening, Assessment, and Progress Monitoring

Evidence-based Practices and Standard Protocols

Fidelity of implementation Collaborative Problem Solving Parental and Family Engagement

One Model: Recognition and Response

• R&R is a tiered instructional model based on Response to Intervention (RTI) principles & research-based interventions in early childhood

• R&R uniquely addresses the use of RTI for academic learning in pre-k

• Dual focus on improving instructional quality for all students & targeted interventions for some to help all students succeed

One Model: Recognition and Response

• Recognition:– Formative assessment (universal screening &– progress monitoring)

• Response:– Core instruction for all children; Targeted– interventions for some children– PD & Collaborative problem solving to

support– implementation & data-based decision

making

Formative Assessment

• Used for instructional planning, not for diagnostic evaluation

• Direct assessments of children’s skills in key content areas

• Administered 3 times/year—fall, winter, spring

• Both universal screening & progress monitoring functions

Formative Assessment

• Tier 1– Do most children meet screening criteria?– Which children need targeted interventions?

• Tier 2– How well are Tier 2 interventions working for– some children who need additional supports?

• Tier 3– How well are Tier 3 interventions working for a– few children who need more individualized– and intensive supports?

What is the Tier 1 Response?

Core curriculum & intentional teaching for all children• Research-based core curriculum that includes

all key domains of learning and is implemented with fidelity

• Intentional teaching that plans and evaluates instruction to address the learning needs of all children

• High quality inclusive learning environment, including accommodations for individual children

What is the Tier 2 Response?

Language & Literacy• Lessons based on shared storybook

reading and related activities• Focused on building skills in—

– Vocabulary & comprehension– Sound awareness– Print & alphabet knowledge

What is the Tier 3 Response?

Individualized scaffolding strategies for a few children who require intensive supports• Provided in conjunction with Tier 1 and

Tier 2• Derived from research-based strategies• Modeling, response prompting, peer

supports, corrective feedback, supplemental behavioral supports

Intentional Teaching

• The purposeful organization of the early learning environment and developmentally appropriate learning activities within a comprehensive curriculum to help children develop and acquire important skills.

• In RTI, IT is expanded to include targeted interventions for some children who require additional academic or behavioral supports, generally provided through

• Small group instruction – Tier 2 • Embedded instruction/interventions – Tier 2 • Individualized scaffolding – Tier 3

Embedded Instruction

• Multi-component approach to provideintentional and systematic instruction on priority learning targets during typically occurring activities, routines, and transitionsto support child engagement and learning

Key Components of Embedded Instruction in RTI

Embedded Instruction in EC RTI Frameworks

From: Snyder, P., Hemmeter, M.L., McLean, M., Sandall, S., & McLaughlin, T. (2013). Embedded instruction to support early learning inresponse to intervention frameworks. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook of response-to-intervention in early childhood.Baltimore: Brookes.

R&R Website randr.fpg.unc.edu