New Report Explores Use of RTI in Pre-K
Posted by Beth DuBose on Apr 17, 2009
This publication from the National Center for Learning Disabilities explains how the essential components of RTI — universal screening and progress-monitoring with research-based, tiered interventions — can be applied in preschool settings.
Many schools have seen success in implementing Response to Intervention in their K-12 classrooms. Now schools are starting to look at how they can provide Response to Intervention strategies to their Pre-K students. The National Center for Learning Disabilities (NCLD) has created a guidance document for schools to develop an RTI program for their Pre-K students.
The NCLD explain that the core components of RTI and Pre-K RTI are the same. Both need high quality instruction, tiered instruction and intervention, ongoing student assessment and progress monitoring, and family involvement.
The NCLD indicates that the purpose of their report and what you can learn from the report is:
- (a) describe five projects that demonstrate how RTI is being adapted for pre-k children
- (b) identify the critical elements of RTI needed to ensure fi delity of implementation with young children
- (c) provide guiding questions to help policy makers/program directors assess their readiness to implement RTI as a framework for organizing pre-k supports and services
- (d) offer policy recommendations for Pre-K RTI initiatives
Thursday, May 7th session on “Putting the QUALITY into Quality PreK” at the New America Foundation featured a very forward-thinking group, the Appletree Institute for Education Innovation. Mary Anne Lesiak, Director presented their RtI project from the D.C. Partnership for Early Literacy-- very exciting and progressive work going on there with their Early Reading First project!