Archive of RTI in Early Childhood

The Utah Transition Action Team: Dedicated to Successful Transition Thumbnail

The Utah Transition Action Team: Dedicated to Successful Transition

Posted on March 03, 2013

Transition from school to adulthood is fraught with challenges for young adults with disabilities. Unemployment and underemployment are high. Involvement in postsecondary education is low. Independent living is often unlikely. The myriad of adult services and requirements for eligibility are bewildering to young adults, parents, and families. The movement from entitlement to competition for services is difficult for all involved. To address these challenges, educational and adult service

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RTI National Online Forum: Implementing RTI in Early Childhood Settings

Posted on February 02, 2012

This 80-minute webcast features a stimulating conversation with key experts on the role RTI can play in child development through high quality instruction and targeted interventions matched to children’s learning needs. As educators across the country move toward implementing Response to Intervention (RTI) in early childhood settings, they face many questions about the steps they should take to ensure effective implementation. In this webinar, four nationally recognized experts provide soun

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Fiction or Informational Text for Kindergartners? Thumbnail

Fiction or Informational Text for Kindergartners?

Posted on February 02, 2012

Which Will Kindergartners Choose? Literacy research cites many reasons why nonfiction/informational texts should be included in primary classrooms. The availability of nonfiction texts can motivate some children to read. Also, incorporating nonfiction texts in the early grades helps children develop the literacy skills they need to read and write informational texts in later grades. Author: Marlene Ponte Correia Download the PDF Article HERE>

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Does Movement Foster Critical Thinking and Problem Solving in Preschoolers? Thumbnail

Does Movement Foster Critical Thinking and Problem Solving in Preschoolers?

Posted on February 02, 2012

Creative movement is an ideal way to help young children develop critical- thinking and problem-solving skills. Most young children are, by nature, extremely physical. They delight in exploring the world with their bodies and expressing their ideas and feelings through movement. When presented with movement ideas or problems that can be solved with a movement response, many young children create movement spontaneously. Furthermore, linking movement experiences with language—both recept

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Preschool Saves us Money, but how Much? Thumbnail

Preschool Saves us Money, but how Much?

Posted on January 01, 2012

President Barack Obama and Education Secretary Arne Duncan have often claimed that the “return on investment,” or ROI, for pre-k is 10-to-1, meaning there is a $10 payoff in the future for every dollar invested today in pre-kindergarten education. Both advocates and opponents of publicly funded pre-k often cite such figures, which can range from lows of about 1.5-to-1 to highs in the upper teens. Returns on investment are calculated by performing cost-benefit analyses. They are typically re

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Study: Pre-K Crucial to Best 3rd Grade Reading Outcomes Thumbnail

Study: Pre-K Crucial to Best 3rd Grade Reading Outcomes

Posted on January 01, 2012

In the face of state cutbacks to early-childhood programs, school districts might find themselves wondering whether to invest their own scarce funds in preschool or in full-day kindergarten. A study out today has a clear message: If you want to maximize the chances of strong 3rd grade reading results, preschool programs in combination with full-day kindergarten is the way to go. But if that's not possible, it's better to go with pre-K and half-day kindergarten than relying solely on all-day

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RtI Corner: A District Wide Initiative to Improve Phonemic Awareness of Kindergarteners Thumbnail

RtI Corner: A District Wide Initiative to Improve Phonemic Awareness of Kindergarteners

Posted on November 11, 2011

As a result of reviewing screening data, the Canyons School District kindergarten team became concerned with their benchmark screening data. While kindergarteners need to learn a variety of things in preparation for becoming socially and academically prepared for first grade, proficiency in phonemic awareness has been identified by multiple research studies as a key component for later success in developing reading skills (NRP, 2000). The district kindergarten data team was concerned that di

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Assessment Practices in a Response to Intervention Model Thumbnail

Assessment Practices in a Response to Intervention Model

Posted on November 11, 2011

Schools around the country are implementing the principles of a Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS) model. Regardless of the names of the programs or specific practices being implemented, the principles of RTI are evidence-based practices that, when implemented with fidelity have a positive impact on student outcomes. One of the key questions that needs to be addressed in implementation of RTI is appropriate assessment practices. Appropriate assessment

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Research: Pre-K Students Show 82% Gains Thumbnail

Research: Pre-K Students Show 82% Gains

Posted on April 04, 2011

NASHVILLE -- A new Vanderbilt University study found that children who attended Tennessee's public prekindergarten gained an average of 82 percent more on early literacy and math skills than comparable children who did not attend. The study released Thursday by Vanderbilt's Peabody Research Institute compared the performance of 303 children—pupils randomly admitted to state-funded pre-K classes in 23 schools and others who applied but were not admitted due to space limits. Read more HERE&

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Can RTI Delay Special Education Evaluations? Thumbnail

Can RTI Delay Special Education Evaluations?

Posted on March 03, 2011

RTI Can't Delay Special Education Evaluations, Feds Say The federal Office of Special Education Programs released a memo earlier this month reminding states that a response-to-intervention process cannot delay the initial evaluation for special education services of a child suspected of having a disability. The memo, dated Jan. 21, was posted on the website of the federally-funded National Center for Response to Intervention last week. For the full article, link to the official memo a

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