Center for Response to Intervention in Early Childhood (CRtIEC)

The mission of the Center for Response to Intervention in Early Childhood (CRtIEC) is to reduce the number of children with reading problems by increasing the number of children entering school with knowledge and skill in early literacy and language.

 

• We know that children who read well in the early elementary grades are more likely to be academically successful and thrive in later life – and we know that children who acquire early literacy and language skills before kindergarten entry are more likely to read well in the early grades.

• While much is known about early literacy and language and how to promote their development, for too many children, identification of literacy and language delays is coming too late—resulting in life-long reading problems.

• We need evidence-based approaches for early identification and intervention of literacy and language problems that can be implemented by early education professionals.

Through a Five-Year Cooperative Agreement with the National Center for Special Education Research, Institute of Education Sciences in the U.S. Department of Education, we will:

• Carry out Research on Interventions for children not making progress in the general literacy and language curriculum in preschool.

• Carry out Research on Progress Monitoring Measures linked to literacy and language development and interventions.

• Disseminate Findings to practitioners, policymakers and researchers.

• Provide National Leadership on implementation of RtI for young children in literacy and language.

Fall 2011. CRtIEC starts three new studies: New Item, Identification, and Intervention. The first two studies continue to develop and test Individual Growth and Development Indicators (IGDIs), while the third study implements a new Tier 2 phonological awareness intervention.

How Is CEED Involved?

Work in Minnesota focuses primarily on improvement and refinement of assessment practices, building on our past work on Individual Growth and Development Indicators (IGDIs) and related tools:

• Early Childhood Research Institute on Measuring Growth and Development (ECRI)

• Get It Got It Go!

• Early Learning Labs / MyIGDIs

Additional Resources

• Monitoring Progress on Progress Monitoring: Recent Innovations in the Design and Evaluation of Individual Growth and Development Indicators. A panel presentation to the Conference on Research Innovations in Early Intervention (CRIEI) by Scott McConnell, Kristen Missall, Michael Rodriguez, and Alisha Wackerle-Hollman. San Diego, CA, February 25-27, 2010. On behalf of the CRTiEC project.

• Individual Growth and Development Indicators: Their Role in the CRtIEC Measurement Architecture. A panel presentation to the Conference on Research Innovations in Early Intervention (CRIEI) by Tracy Bradfield. San Diego, CA, February 25-27, 2010.

• Myths About Response to Intervention in Early Childhood, Rubric for Professionals (5 pages)

• School Readiness for Response to Intervention Implementation Checklist (8 pages)

• Roadmap to Pre-K RTI: Applying Response to Intervention in Preschool Settings (29 pages). A publication of the National Center for Learning Disabilities.

• Network Meeting Presentations and Handouts

  • CRtIEC Network Meeting, October 28, 2009, Handout (7 pages)

  • CRtIEC Network Meeting, May 21, 2009, Handout (11 pages)

• University of Minnesota Press Release on CRtIEC, May 21, 2008

• CRtIEC was featured in Education Research News, which reports on the Institute of Education Sciences of the U.S. Department of Education. Read the article.

• Print an information sheet

• Visit the national CRTiEC web site

Project Staff

University of Minnesota Staff

Scott McConnell, Principal Investigator

Research Coordinators

Tracy Bradfield
Alisha Wackerle

Methodological and Statistical Analyst: Michael Rodriguez

Graduate Research Associates

Tony Albano
Amanda Besner
Braden Schmitt
Megan Rodriguez
Kate Clayton
Laura Potter

Collaborators

Charles Greenwood and Judith Carta (Co-Principal Investigators) Juniper Gardens Children’s Project, University of Kansas

Howard Goldstein, The Ohio State University

Ruth Kaminski, Dynamic Measurement Group

Division of Early Childhood of the Council on Exceptional Children, who will collaborate in the planning and evaluation of a National Training Institute on Early Childhood RtI

A cadre of 20 nationally recognized consultants and Head Start and Pre-Kindergarten program partners from 5 states

Funding

National Center for Special Education Research, Institute of Education Sciences in the U.S. Department of Education

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