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Exploring RTI in Early Childhood Inclusion: Expert Perspectives and Best Practices

This text delves into the intersection of Response to Intervention (RTI) and early childhood inclusion. Expert panelists discuss the implications, efficacy, and methodologies surrounding RTI in pre-K settings. Key contributors, including Virginia Buysse and Ellen Peisner-Feinberg, reflect on foundational instruction, tiered interventions, and the integration of service delivery systems. This comprehensive overview highlights formative assessment, supports for decision-making, and the impact of federal legislation on early education practices.

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Exploring RTI in Early Childhood Inclusion: Expert Perspectives and Best Practices

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Presentation Transcript

  1. 2013 National Early Childhood Inclusion Institute The Intersection between RTI & EC Inclusion Reflections from an Expert Panel— Virginia Buysse, Ellen Peisner-Feinberg, Patricia Snyder, Pam Winton & Bill Brown

  2. Frameworks for Improving Inclusive Early Education Opportunities

  3. Early Childhood Inclusion Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC)

  4. Response to Intervention (RTI)

  5. A Rose by Any Other Name …What Do We Call It?

  6. Response to Intervention Positive Behavioral Supports Tiered Instruction Response to Instruction MTSS Positive Behavioral Intervention and Supports Multi-Tiered System of Supports RTI SW-PBS RTI 2

  7. Other Terms • Developmental vs. universal screening • Progress monitoring • Small-group instruction • Curriculum-based assessment vs. measure • Problem-solving • Instruction & intervention • General outcome measure • Formative assessment

  8. What are the origins of this approach?

  9. Source: Sugai, G. (June 23, 2011). Source: National Professional Development Center on Inclusion. (2012). Source: Fox, Carta, Strain, Dunlap, & Hemmeter. (2009). Virginia Buysse& Ellen Peisner-Feinberg. (2011).

  10. Defining Features • Formative assessment • Foundational instruction/tiered interventions • Supports for decision-making/implementation — NPDCI (2012)

  11. Is there any evidence to support RTI?

  12. Evidence to Support Efficacy of RTI in K–12, but not in pre-K • Meta-analysis of 24 studies (Burns, Appleton, & Stehouwer, 2005) • IES practice guide – reading (Gersten et al., 2008) • IES practice guide – math (Gersten et al., 2009)

  13. Federal Legislation Addressing K-12, but not pre-K • Specific provisions within IDEA (2004) related to RTI and PBS

  14. Questions about the Use of RTI in Pre-K

  15. What practices define RTI? • Who implements it? • Which children & families are affected? • Who benefits? • How does RTI fit with existing practices?

  16. Panel of Experts • Ellen Peisner-Feinberg – R&R • Pat Snyder – Embedded Instruction • Pam Winton – Professional Development • Bill Brown – Integration of service delivery systems

  17. Ellen Peisner-Feinberg Senior Scientist Frank Porter Graham Child Development Institute

  18. Pat Synder Director, Center for Excellence in Early Childhood Studies College of EducationUniversity of Florida

  19. Pam Winton Senior ScientistOutreach Director Frank Porter Graham Child Development InstituteUNC-Chapel Hill

  20. Bill Brown Professor Department of Educational StudiesUniversity of South Carolina

  21. Questions about the use of RTI in Pre-K

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