I looked at the check in my hand and read the amount: $1300 to purchase IGDIs assessment materials as part of our MTSS/RtI initiative! This was great news! I had submitted a proposal to purchase materials to a local foundation that supported early language and literacy initiatives and I was awarded the full amount I had requested. This would go a long way to helping us know our students’ current performance levels on a universal screener (IGDIs) that had met rigorous criteria as being a valid and reliable measure of current early language and literacy skills and a strong indicator of later reading fluency proficiency or difficulty.
Using Data-Based Decision Making to Drive Program Quality in PreK: The Story of One Head Start Program
with special contribution from Rachel Roberts, Assistant Principal of Kalamazoo RESA Head Start (MI)
Over the last three years, the state of Michigan has more than doubled its investment in State funded PreK. At the same time, Kalamazoo Regional Educational Service Agency in Kalamazoo, Michigan was awarded the Head Start grant to serve 626 children across the county. These two PreK programs set the stage for the Intermediate School District to ramp up its early childhood programming and implement Multi-Tiered Systems of Support in their PreK early childhood programming.
In this post, we spotlight the Minnesota Reading Corps – the largest AmeriCorps program in the country. Authored by Minnesota Reading Corps’ Pre-K program developer, trainer and master coach, Kate Horst, this is the story of how the Minnesota Reading Corps established a framework of supports for producing strong literacy gains among emerging readers.
To ensure young children are reaching important achievement standards and school readiness goals, the Kansas Preschool Programs (KPP) are integrating structures necessary for implementing a Multi-tiered System of Supports (MTSS).
The Kansas MTSS framework is based on a systematic, evidence-based approach to curriculum, instruction, and assessment practices for influencing positive educational outcomes. Working within this framework, the Kansas Inservice Training System (KITS), a program of the Kansas University Life Span Institute at Parsons, initiated training to reinforce assessment, planning, and intentional instruction by the KPP.
To ensure young children are socially and emotionally prepared for school, the Los Angeles County Office of Education’s Head Start-State Preschool Division is implementing an innovative tiered model of intervention across all 16 of its delegate agencies.
“This new social-emotional model of intervention will help us prepare more than 13,000 at-risk preschool children in Los Angeles for kindergarten,” said Rebecca Lundeen, a school psychologist consultant for LACOE. “Over the past few years, we have seen incredible results with our Response-to-Intervention early literacy project. While we’re taking a different focus this year, I’m confident this social-emotional program will be just as successful.”
There are some basics that need to be in place to implement a model of Response to Intervention (RTI) in an early childhood classroom. The first is to be clear on the goals and intentions of implementing the model. What is your intended outcome for the students in your class? You might answer, “I want all of the children in my classroom to be on track for Kindergarten entry by the end of the preschool year.”
Teaching young children is, without question, a tough job! Preschool classrooms often have students who differ in age and developmental level – some kids have already mastered all the preschool skills and competencies we think will help them in kindergarten, and others have a long ways to go before “school success” is a likely outcome. Earlier posts in this blog series have discussed why we assess kids and what goals we hold for kindergarten readiness. But how can we be confident that the services we provide are actually helping the children we teach and the families we serve?