On January 30, 2008, NCLD hosted a Recognition & Response briefing in Washington, DC titled, “RTI Goes to Pre-K: A Comprehensive System for Early Intervening to Promote School Readiness.”  The briefing was co-sponsored by Senators Christopher Dodd (CT) and Lamar Alexander (TN) and Representatives Dale E. Kildee (MI), Michael Castle (DE), Mazie K. Hirono (HI) and John Yarmuth (KY). The 60-minute briefing took place in the Capitol Building with 60 attendees from over 50 Congressional offices and educational organizations from across Washington, DC.  Attendees asked in-depth questions about using Recognition & Response in the field, how to improve professional development, how the Get Ready to Read! screening tool is used in the field and how this system aligns and is used within diverse settings.

The purpose of the briefing was to educate decision-makers on the long-term benefits of supporting Recognition & Response activities. NCLD was able to make the case for Recognition & Response by focusing on the following key message points:

• Early screening and intervention strategies can promote school readiness for young children
• Recognition & Response provides a comprehensive system for early intervening based on an RTI model
• The Recognition & Response system can be aligned with existing federal and state programs

The briefing consisted of a five-member panel of experts each providing the audience with examples and data on the benefits of investing in early intervention activities to boost student outcomes in school.  The panelists included:

Virginia Buysse
     University of North Carolina, Chapel Hill Frank Porter Graham Institute
     Co-director of the Recognition and Response Project
Dr. Ellen Peisner-Feinberg
      University of North Carolina, Chapel Hill Frank Porter Graham Institute
     Co-Principal Investigator on the Recognition and Response Project
Nicole Patton-Terry
      Georgia State University
      Southeast Regional Get Ready to Read! Center Evaluator
Laura Kaloi
      National Center for Learning Disabilities
      Director of Public Policy
Moderator:
James Wendorf
     National Center for Learning Disabilities
     Executive Director

Attendees were informed about the importance of systematic approaches for recognizing and responding to early warning signs of learning difficulties in young children in order to mitigate or prevent later learning problems.  In addition, attendees were introduced to the benefits of universal early literacy screening, supporting programs that provide early intervening services in the year before kindergarten and how services and interventions have the potential to improve school readiness.  Panelists provided examples of how the Recognition & Response system is used on the ground and examples of how Recognition & Response strategies have the potential to improve student outcomes as exemplified in the use of screening tools (like Get Ready to Read!) based on scientifically valid research.

Based on the responses from the attendees, it is clear that this system is of interest to regular education and special education advocates due in part to the current level of interest in the field for RTI.  Attendees saw the relevance of this type of system in the pre-K years and wanted to know more about the data to support this system, the potential for student outcomes and the impact this system would have on professional development.  Clearly, securing additional funding for research and data collection is key to the growth of this system in the field.  Informing policy makers is critical to ensuring that research dollars are made available and policies are in place that will strengthen and support the alignment of local, state and federal resources.

Additional resources:

Contact your local state department of education.

National Association for the Education of Young Children (NAEYC)
1313 L Street, NW, Suite 500
Washington, DC 20005
202-232-8777
Toll free: 800-424-2460 or 866-NAEYC-4U
www.naeyc.org

Head Start

No Child Left Behind

Individuals with Disabilities Education Act

Transition to Kindergarten: Policy Implications for Struggling Learners and Those Who May Be at Risk for Learning Disabilities
The National Center for Learning Disabilities has published a report on Transition to Kindergarten. The purposes of this report are to briefly review the relevant research, programs, and policies on kindergarten transition, especially as they pertain to struggling learners including those with learning disabilities; identify gaps in research, programs, and policies related to this population; and recommend future policy directions to more adequately address the needs of children with suspected or identified learning disabilities.

Preschool Services Under IDEA (PDF)
While the preschool years are a time of triumphs for most children and families, approximately 8% of all young children are identified as having disabilities that may prevent their reaching important milestones as expected. It was with these children and their families in mind that Congress created the Part C Infant/Toddler Program and the Preschool Special Education Program in 1986 when it reauthorized the Individuals with Disabilities Education Act (IDEA). This new brief explains the services preschoolers may be entitled to under the Section 619 Preschool Program.