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Advances in Multi-tiered Systems of Support for Prekindergarten Children: Lessons Learned from 5 Years of Research and Development from the Center for Response to Intervention in Early Childhood

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Handbook of Response to Intervention

Abstract

While response to intervention (RTI) is in widespread use in K–12 programs, it is still an emerging practice in programs serving preschool-aged children. In 2008, the Institute of Education Sciences funded the Center on Response to Intervention in Early Childhood (CRTIEC): (1) to conduct a focused program of research to develop and rigorously evaluate and replicate intensive interventions for preschool language and early literacy skills and (2) to develop and validate an assessment system linked to these interventions. This chapter briefly describes some of the differences between preschool and K–12 educational settings and examines some of the challenges to implementing RTI in light of these contextual differences. Lessons learned and implications derived from a multisite study of the quality of early literacy in tier 1 across preschool programs are outlined along with programmatic research carried out to develop tier 2 and tier 3 language and literacy interventions, and measures for identifying and monitoring the progress of children needing additional tiers of support in these interventions. Also described are a specific investigation of children who are dual language learners and annual surveys of states showing a growing trend in the implementation of RTI programs and policies for preschool-aged children.

Author note: Preparation of this chapter was supported by Cooperative Agreement #R324C080011 from the Institute of Education Sciences, U.S. Department of Education. We acknowledge the contribution of our CRTIEC colleagues Annie Hommel, Naomi Schneider, and a host of dedicated research assistants at University of Kansas, University of Minnesota, the Ohio State University, and the Dynamic Measurement Group.

Scott McConnell, Tracy Bradfield, and Alisha Wackerle-Hollman have developed assessment tools and related resources known as Individual Growth & Development Indicators and Get it, Got it, Go! This intellectual property is subject of technology commercialization by the University of Minnesota, and portions have been licensed to Early Learning Labs, Inc. Scott McConnell has equity interest in Early Learning Labs, Inc., a company which may commercially benefit from the results of this research. The University of Minnesota also has equity and royalty interests in ELL which, in turn, may benefit McConnell, Bradfield, and Wackerle-Hollman. These relationships have been reviewed and are being managed by the University of Minnesota in accordance with its conflict of interest policies.

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Author information

Authors and Affiliations

  1. University of Kansas, Kansas City, KS, USA

    Judith J. Carta & Charles R. Greenwood

  2. University of South Florida, Tampa, FL, USA

    Howard Goldstein

  3. University of Minnesota, Minneapolis, MN, USA

    Scott R. McConnell, Tracy A. Bradfield & Alisha Wackerle-Hollman

  4. Dynamic Measurement Group, Eugene, OR, USA

    Ruth Kaminski

  5. University of Kansas, Minneapolis, MN, USA

    Maura Linas

  6. University of Kansas, Kansas City, KS, USA

    Gabriela Guerrero & Jane Atwater

  7. University of MIssouri, Minneapolis, MN, USA

    Elizabeth Kelley

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  1. Judith J. Carta
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  2. Charles R. Greenwood
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  3. Howard Goldstein
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  4. Scott R. McConnell
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  5. Ruth Kaminski
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  6. Tracy A. Bradfield
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  9. Gabriela Guerrero
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Correspondence to Judith J. Carta .

Editor information

Editors and Affiliations

  1. University of California, Santa Barbara Gevirtz Graduate School of Education, Santa Barbara, California, USA

    Shane R. Jimerson

  2. University of Missouri, Columbia, Missouri, USA

    Matthew K. Burns

  3. Education Research & Consulting, Inc., FAIRHOPE, Alabama, USA

    Amanda M. VanDerHeyden

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Carta, J. et al. (2016). Advances in Multi-tiered Systems of Support for Prekindergarten Children: Lessons Learned from 5 Years of Research and Development from the Center for Response to Intervention in Early Childhood. In: Jimerson, S., Burns, M., VanDerHeyden, A. (eds) Handbook of Response to Intervention. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-7568-3_33

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