Advances in Multi-tiered Systems of Support for Prekindergarten Children: Lessons Learned from 5 Years of Research and Development from the Center for Response to Intervention in Early Childhood

While response to intervention (RTI) is in widespread use in K–12 programs, it is still an emerging practice in programs serving preschool-aged children. In 2008, the Institute of Education Sciences funded the Center on Response to Intervention in Early Childhood (CRTIEC): (1) to conduct a focused program of research to develop and rigorously evaluate and replicate intensive interventions for preschool language and early literacy skills and (2) to develop and validate an assessment system linked to these interventions. This chapter briefly describes some of the differences between preschool and K–12 educational settings and examines some of the challenges to implementing RTI in light of these contextual differences. Lessons learned and implications derived from a multisite study of the quality of early literacy in tier 1 across preschool programs are outlined along with programmatic research carried out to develop tier 2 and tier 3 language and literacy interventions, and measures for identifying and monitoring the progress of children needing additional tiers of support in these interventions. Also described are a specific investigation of children who are dual language learners and annual surveys of states showing a growing trend in the implementation of RTI programs and policies for preschool-aged children.