Because Recognition and Response is an emerging early childhood practice, we do not yet know all of the factors that are necessary to support its widespread adoption and implementation in early childhood programs.

However, early education programs that incorporate Recognition and Response should consider several factors that may help to create an infrastructure to sustain the organizational changes that are necessary to implement an early intervening system prior to kindergarten.

These factors include (a) providing effective professional development, (b) engaging parents, (c) creating smooth transitions to kindergarten, (d) ensuring program quality, and (e) developing or adapting existing public policies.

A Vignette: What would Recognition & Response look like in a typical early childhood classroom?
 
Although some of the measures and resources for implementing Recognition & Response are still under construction (see below), this vignette illustrates how a classroom teacher might use Recognition & Response to determine whether most children in her class were making adequate progress in key domains of learning and development, and respond to individual children who require additional supports to learn.
 
The Recognition & Response Observation and Rating Scale (RRORS) described in the vignette is currently under development.  To read more about the RRORS and screening, assessment, and progress monitoring, go to the Recognition Page. 
 
The Recognition & Response Implementation Guide is currently under development.  To learn more about choosing research-based interventions for children who may need additional instructional support, go to the Response Page. To learn more about the Implementation Guide and to order a complimentary copy, visit the Implementation section of FPG’s Recognition & Response Web site.
 
To download and read the vignette, click here.

Next: Professional Development