Introduction

The Recognition and Response Project is developing a multi-tier model for use with 3-5 year-olds in pre-kindergarten settings (e.g., child care, Head Start, preschool, public pre-k). Recognition and Response (R&R) is a translation of the Response to Intervention (RTI) model designed for school-age students. (For more information on RTI, click here). Recognition and Response is designed to help early childhood teachers and parents recognize children who show signs of learning difficulty and respond in ways that help them experience early school success. It consists of four components: (1) screening, assessment, and progress monitoring (recognition), (2) research-based curriculum and instruction for all children and validated interventions for individual children who need additional supports (response), (3) an intervention hierarchy, and (4) a collaborative problem-solving process that involves teachers, specialists, and parents.

The conceptual framework for the Recognition and Response system was developed by the University of North Carolina's FPG Child Development Institute in collaboration with the National Center for Learning Disabilities, the National Association for the Education of Young Children, the Communication Consortium Media Center, and key state partners in Arizona, Connecticut, Florida, Maryland and New Jersey.

Announcement:

For more information about Recognition and Response, please visit our partner site from the National Center for Learning Disabilities: www.recognitionandresponse.org

Please note:

This project was funded by grants from the Emily Hall Tremaine Foundation. The findings and recommendations presented here are those of the authors and do not necessarily reflect the opinions of the funding source. Permission to copy, disseminate, or otherwise use information from this site is granted, provided that appropriate credit is given.