Response to Intervention in Prekindergarten
Series Part 4 of 4
Problem Solving
Objectives:
1. Present the problem solving component of RtI
2. Review decision rules and the link between assessment and
instruction at each tier
3. Identify benefits of RtI at the prekindergarten level
4. Identify supports needed to develop effective RtI at the
prekindergarten level
Who will participate in collaborative problem solving in your preschool
programs?
Describe the four steps of Collaborative Problem Solving
Collaborative Problem Solving Step 1.
Collaborative Problem Solving Step 2.
Collaborative Problem Solving Step 3.
Collaborative Problem Solving Step 4.
Does your program measure fidelity? If so, how often?
Yes Sometimes How
often?
No, we need
to do this
Administration of core
curriculum
Use of evidence-based
teaching strategies
Assessment administration
Assessment scoring
What type of decision rules have been used to determine eligibility for
entering and exiting instruction at Tiers 2 and 3.
If a child or children are participating in Tier 1 and are not meeting
benchmarks or are not making adequate progress, next steps might
include:
1. ________________________________________________________
2. ________________________________________________________
If a child or children are participating in Tiers 2 or 3 and are not meeting
benchmarks or are not making adequate progress, next steps might
include:
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
What should be done if children do make progress in Tiers 2 or 3?
Identify benefits for your preschool programs of implementing
Response to Intervention.
What can principals and other administrators do to promote effective
Response to Intervention at the prekindergarten level?
Action Plan: What are your next steps in implementing RtI in your
prekindergarten programs?