Designing a Measurement Framework for Response to Intervention in Early Childhood Programs

Scott R. McConnell, Alisha K. Wackerle-Hollman, Tracy A. Roloff, Michael Rodriguez

Research output: Contribution to journalArticlepeer-review

37 Scopus citations


The overall architecture and major components of a measurement system designed and evaluated to support Response to Intervention (RTI) in the areas of language and literacy in early childhood programs are described. Efficient and reliable measurement is essential for implementing any viable RTI system, and implementing such a system in early childhood programs presents several special challenges. This article describes (a) the general approach taken to developing and evaluating this measurement system, including its conceptual and methodological foundations, methods, and results for developing items and scales for second-generation Individual Growth and Development Indicators (IGDIs 2.0), and (b) use of these scales in a larger decision-making framework for differentiating language and literacy instruction to match the needs of preschool children at risk of academic difficulties. The authors conclude with a review of some challenges associated with developing measurement for differentiated instruction in early childhood settings.

Original languageEnglish (US)
Pages (from-to)263-280
Number of pages18
JournalJournal of Early Intervention
Issue number4
StatePublished - Dec 4 2014

Bibliographical note

Publisher Copyright:
© 2015 SAGE Publications


  • Center for Response to Intervention in Early Childhood
  • and development indicators
  • assessment
  • early literacy
  • individual growth
  • language
  • multi-tiered systems of support
  • response to intervention
  • universal screening


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