Evidence-based instructional practices are approaches that are scientifically based and that have as a basis a body of research that complies with the criteria for research quality.
Intentionality refers to how teachers interact with children. To be intentional means to act purposefully, with an understanding of the expected outcomes of instruction and to plan for purposefully challenging, scaffolding and extending children’s thinking.
ECA’s training focuses on the design components of explicit instruction, including defining instructional tasks, scaffolding, strategic integration of skills, modeling and feedback, planned review and priming background knowledge and big ideas. Teachers examine their own practices – instructional pacing, strategies for creating interactive lessons and maintaining student engagement. They crosswalk their practices to a best practice, inclusive based model. Once comparisons are made between actual and desired practices, teachers create action plans for making instruction more explicit and intentional.
A multi-tiered model of instruction typically targets three intervention tiers that vary in intensity, instructional support, instructional time, classroom groupings and assessment. The goals vary within each level but the overarching goals are to accelerate acquisition of skills, prevent failure and supporting on level and advanced students through accelerated and independent practice.
Movement through the tiers of Recognition and Response is dynamic with students entering and existing tiers as needed.
Recognition & Response and RtI.
ECA piloted Recognition and Response, an emerging early childhood screening process that helps to identify children at risk for developing learning difficulties. Recognition and Response combines ongoing observation and assessment with differentiated instruction to determine the most appropriate and effective program for the child. It tailors the learning environment to better meet the needs of children with diverse learning needs and systematically introduces increasingly intensive, research validated interventions. Student progress is monitored frequently and student response data to is used to make important instructional decisions
RtI is a process for: (1) providing high quality instruction and timely interventions matched to student need; (2) monitoring student progress frequently to making ongoing instructional decisions and (3) using student response data to make important instructional decisions.
The Playgroup Model
ECA can help your program set up and implement a Recognition and Response Playgroup Model. The playgroup examines children’s participation and engagement in typical preschool routines and activities and identifies ways to differentiate the curriculum and the environment to support children’s learning. In the playgroup teachers observe children to gather information about performance to determine what levels of interventions are needed to support the outcomes. Staff answer questions such as: What does the child do well? What types of situations does the child seem to be struggling? How does the child learn best? What helps the child stay engaged in activities?
ECA works with staff on the best ways to communicate the model to parents and on crafting strategies to win school wide support and sustain the model.