Early education is already firmly behind the idea of prevention and finding childrren who need additional support as early as possible
The "idea" of monitoring progress has been part of providing quality early intervention
Individualizing instruction within the context of the general classroom is considered "recommended practice"
The needed tools are emerging:
For identifying children in PreK settings who may be at-risk for later problems
and to monitor their progress over time
Evidence-based interventions that intensify instruction in early literacy and
language
Tiered models that vary intensity (times, group size, opportunity to respond
[OTR], focus, specificity, and teacher involvement), based on individual
children’s RTI
What RTI features may not translate to early education systems as currently configured?
RTI assumes coordinated teamwork between general and special education to carry out screening, progress monitoring and to implement tiers of intervention
Few evidence-based curricula and interventions are available and widely implemented, especially at Tier 1
RTI models assume a high level of expertise to carry out interventions in three tiers
