the vital guide to monitoring child progress...assessment and best-practices to promote positive...

Best Practice Strategies for Monitoring Progress to Improve Outcomes in Early Learning Classrooms

Lilla Dale McManis, Ph.D.

The Vital Guide to Monitoring Child Progress

HatchEarlyLearning.com | 800.624.7968

2HatchEarlyLearning.com | 800.624.7968

Progress Monitoring to Improve Outcomes | Lilla Dale McManis, Ph.D.

3 Technology’s Impact on Education

4 What is Educational Technology?

5 Cognitive Development

6 Social-Emotional Development

7 Focused Instruction: Advanced Skills & Special Needs

8 Using Best Practice

9 The Relationship Between Technology & Teaching

10 Set up for Success

1 1 The Best Technology Solution for Your Goals

12 Weighing the Importance of Key Design Principles

16 The Picture-Perfect Classroom Solution

18 Technology Combined with Quality Content is Proven to work

20 Sources

Table of Contents

Lilla Dale McManis, Ph.D.Early Childhood Research Director, Hatch

L illa Dale McManis works with parents and organizations using

assessment and best-practices to promote positive outcomes for children. In addition to being a former special education teacher, she has held positions in applied research in a number of organizations including Hatch, the University of Texas, the Massachusetts Departments of Education and Public Health, and the University of Florida.

Copyright 2018, Hatch, Inc.



When progress monitoring is well implemented the benefits can include: – Appropriate child expectations– Accelerated child learning– Documentation of child progress–Moreefficientcommunication with others

Progress monitoring for the purposes of informing instruction is particularly relevent for those children experiencing difficulty.

Did you know?Research has demonstrated that when teachers engage in the progress monitoring

of their students, the children learn more. In addition, the decision making of the teacher improves and children become more aware and reflective of their own performance.

However, without a way to accurately and consistently know how children are performing and moving toward their school rediness and early school goals, the teaching and learning cycle in incomplete.

Using the steps and strategies outlined in this document can help ensure your efforts to effectively monitor progress are carried out both easily and regularly. Being thoughtful, intentional and focused are the keys to success!

Vital Role of Progress Monitoring

If you don’t know whereyou’re going, any roadwill get you there.

- Lewis Carroll, “Alice in Wonderland”

A large body of research carried out over the past three decades shows progress monitoring predicts subsequent performance on a number of outcome measures in a valid and reliable way (Shapiro, 2008). This makes it very relevant and important for instructional decisions.

CONSIDER THIS:



What is Early Childhood Progress Monitoring?

P rogress monitoring is a scientifically based practice for assessing a child’s academic

and social-emotional performance and evaluating the effectiveness of instruction.

It’s cyclical, targeted, standardized and individualized to each child, where teachers regularly assess a student’s performance either weekly or monthly for two purposes:

To determine whether children are profiting appropriately from the typical instructional program.1To build more effective programs for the children who benefit (Fuchs & Fuchs, 2002)2

QUIET:MONITORINGIN SESSION

CyclicalTargeted

StandardizedIndividualized



To implement progress monitoring, current levels of performance are determined and goals are

identified for learning that will take place over time.

Performance is measured on a regular basis and progress toward meeting the goals for the child is measured by comparing expected and actual rates of learning. Instruction is then adjusted based on this information and to best meet the individual child’s learning needs (Fuchs & Fuchs 2002).

Any domain (physical, cognitive/academic, and social-emotional) is appropriate to measure, along with any skill or behavior the child needs to improve to be successful in school and life. Success is determined by a variety of sources including the education programs, teachers and parents.

Implementing Techniques

Math

Writing

More than 70 percent of teachers say interactive whiteboards stimulate discussions & creativity AND are directly related to student achievement.

- Grunwald 2011

Characteristics of Progress Monitoring: – Based on curriculum or standards– Highly sensitive to student growth– Timeefficient– Produces results that are easy to understand

Progress monitoring practicies share components with Response to Intervention (RTI) models and Curriculum-Based Measurement (CBM).

Did you know?



Capturing a child’s authentic work and ability to understand essential skills as shown by

development over time is the basic goal in effectively monitoring child progress.

Teachers can use digital cameras, computers, tablets, interactive whiteboards, multi-touch tables, video recorders, scanners, Word, Excel and many other tools to monitor progress in their classrooms.

Collecting pieces like work samples, photographs, video, audio and observational notes at the beginning, middle and end of the process makes the “data” collected authentic, personal and realistic. Additionally, capturing progress in this way aids in the communication of progress with parents, other teachers and administrators.

When progress monitoring is implemented effectively, the children learn more. At the same time, the decision making of the teacher improves and children become more aware andreflectiveoftheirownperformance.

CONSIDER THIS:

Capturing Authentic Work

–Digital cameras–Computers–Tablets–Interactive whiteboards

–Multi-touch tables–Video recorders–Scanners–Microsoft Word & Excel

Tools of the Trade



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Before After Before After

Upper Case Alphabet ScoresMaximum Score 26

With Progress MonitoringWithout Progress Monitoring

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ComparisonEarly Reading First

I t stands to reason that if you know what a child knows and does not know, it is far easier to individualize instruction to

fit their needs, than it would be if you could not identify the knowledge and performance gaps.

Research confirms that progress monitoring works. Studies show:

- A significant improvement in contextual conventions and contextual language (McMaster, Wayman, Deno, Espin & Yeo 2010)

- A significant improvement in quantity discrimination and mixed numeracy (Olson & Foegen, 2009)

- An average gain of 5.75 normal curve equivalent unites on math assessment—six times the rate of growth over the prior school year (Spicuzza & Ysseldyke 1999)

- Decoding, fluency, and comprehension skills improve significantly (Fuchs, Deno, Mirkin 1984)

The University of Oklahoma, Sooner T.A.L.K. (Teachers Advocating Literacy to Kids), 2002 Early Reading Frist Cohort, demonstrated that before progress monitoring, children showed no significant improvements in learning pre-literacy concepts, but with progress monitoring, the gains were tremendous. See graphs below.

How do we know it works?



for MonitoringProgress

5 Simple Steps

These strategies can help ensure that your progress

monitoring efforts are easy, effective, consistent & regular.

– Follow the steps in the order presented– Be conservative in how much data you collect– Set up a calendar with reminders– Use a comfortable format– Share with those who need to know– Practice makes perfect

Tips to Remember

1) Any domain is appropriate (see chart to right) – Physical – Cognitive/Academic – Social-Emotional

2) Any skill/behavior needs to increase or decrease to be successful

3) Success is determined by a variety of sources – Programs, Teachers, Parents

Monitoring Skills & Behaviors

CognitivePhysical

A�ective

Domains of Development

Whole Child



There are several ways to assess current learning that can be collected by both the teacher and computer software designed

to capture child progress.

- Presence or absence of skill - Number of times understanding of skill is shown - Number of correct/incorrect responses - Number of responses before the correct response - Amount of assistance needed before child shows knowledge

Step One: Determine Current Performance Levels

Software by Hatch is designed to help teachers with small and large group instruction with built-in digital portfolio capabilities that capture authentic work samples.

Did you know?

The teacher is the critical factor in the full development & use of educational technology.

–U.S. Congress, Office of Technology Assessment

– Curriculum-Based Measurement (CBM)

– IGDI Early Movement Indicator (EMI)

– Early Childhood Research Institute’s Early Social Indicator (ESI)

Assessment Tools– Collect pieces that demonstrate/illustrate the skills and behaviors such as work samples, photographs, video, audio and observation notes

– Do this at the beginning of the monitoring period, two times during the learning process and once at the end.

– Collecting data over time makes it more authentic, personal, realistic and aids in communication with others.

The Context



In order to know if you’ve achieved success, you must identify goals for student learning that will take place over time.

These goals should be: - Amenable to change or intervention - Specific - Discrete - Measurable - Attainable (adjustable)

Step Two: Identifying Goals for Learning

Combining knowledge about teaching and learning practices with how technology and content best

work together allows educators to use technologies to teach in creative ways. Whether choosing to monitor progress through technology or traditional observation, first determine the typical performance of children in specific classrooms and the entire program so reasonable expectations can be set for individuals based on the “norm.”

Example GoalsVague Goal

Jane will learn to read.

Sam won’t bother others.

Specific Goal

Jane will be able to name half of the lowercase letters of the alphabet when presented on individual cards by Dec. 15th.

Sam will reduce touching other children’s belongings and toys to less than three times a day by Nov. 1st.

Don’t allow time and resource issues to prevent you from implementing progress monitoring in your classrooms. Concentrate on children with the most need and the domains and skills/behaviors that are most essential.

CONSIDER THIS:

Performance

HighLow Average

Performance

HighLow Average

Think about the data you need and want and how you will gather it:

- Will you use progress monitoring tools within technology-based educational programs?- Will you photograph samples of every child writing his/her name throughout the year?- Will you design a form & observe how each child performs on software lessons over time?- Will you have each child complete a screener on a regular basis?

Consider this:



Once at the beginning and once at the end of a program is not enough frequency for effective

progress monitoring. But, too much measurement is burdensome for the teacher and is less likely to happen consistently. Measuring each goal separately might require a different schedule. The more fine-grained the goal, the more often it needs to be measured.

Step Three: Measure Performance Regularly

– Should be weekly, bi-weekly or monthly

– Frequency depends on the goal; some goals require more frequent measurement

– Depends on time teacher can devote. Too often = burdensome = less likely to happen

Frequency of Monitoring– Set up a calendar that illustrates how you will monitor progress toward specific learning goals

– If a child continues to struggle, you may want to consider monitoring their progress more often to determine if they need intervention

– Put data in an easy-to-use format such as digital portfolios and/or spread sheets

Scheduling & Tracking

Itisraretofindonemethodofprogressmonitoringthatfitsallof your educational goals. So, when evaluating your program, it’s important to keep your priorities in focus. Rank your goals to help you determine what you’d most like to achieve through monitoring child progress.

CONSIDER THIS:

Cognitive Development- Mathematics- Language- Literacy- Science- Social Studies

Approaches to Learning- Curiosity- Flexible thinking- Creativity- Persistence

Social-Emotional Skills- Cooperation- Collaboration- Identifying Emotions

Possible Goalsto Explore



In order to determine if progress towards meeting specific goals is truly happening as

planned, you must compare the expected and actual rates of learning.

Step Four: Compare Expected & Actual Rates of Learning

Best practice suggests that in order to analyze student performance, you must establish a baseline performance measure or level of progress that is typical for the group (keeping in mind the group should consist of children with similar learning abilities). Then, compare how each child is matching with the ideal. Are they performing at, above or below this expectation?

Best PracticeConnecting the baseline performance to the learning goal offers a visual reminder of how rapidly individual children are expected to improve performance. This gives teachers the ability to continually compare each child’s projected and actual rates of progress so that instruction can be adjusted.

Baseline Performance

– “Aimline” connects the baseline performance to the learning goal– Comparisons provide a visual reminder of how rapidly individual children grow– Tracking allows teacher to continually compare a child’s projected and actual rates of progress– This evaluation is key so that instruction can be adjusted for the best outcome

Consider this:



Let the data continually inform instruction. This is where teachers apply the data to reflect on the strengths and

needs of individual children.

- Identify knowledge gaps - Differentiate instruction to meet individual needs - Use small groups for focused instruction - Try different teaching methods to change outcomes

Step Five: Adjust Instruction Accordingly

If adjustment is necessary, consider these options for change: – The environment (such as seating or time of instruction) to better facilitate the child’s learning style & to improve focus– The type of instruction (for example, from large group to small group)– The amount of time the child has for guided and independent practices of essential skills– The amount of time spent reviewing skills – simplifying directions

Possible Changes:

As knowledge gaps are determined, teachers can differentiate instruction to meet the individual needs of children in small groups for more focused instruction. When progress is not being met according to the expected rate, a change in the program by the instructor must be made.

Differentiate InstructionLife events may impact whether a child is progressing in school. An example is a new baby joining the family, causing a disruption to the child’s normal routine. Be aware of these situations, but do not make instructional changes unless the situation will have a long-term impact on progress.

CONSIDER THIS:

Not business as usual.. - Additional instruction - More targeted approach - Different presentation

Depending on skill level, intervention may bedelivered by: - Teacher - Volunteer - Tutor - Parent - Specialist

Instruction/Intervention



P rogress monitoring is vital to effective instruction in early learning, and technology can greatly enhance,

substantially support and facilitate the process.

Studies report positive outcomes using data collected by technology to inform instructional decisions. Technology-based progress monitoring tools can also provide insight on learners’ responses to instruction. Technology strengthens the practice of making instructional decisions based on data and allows teachers to better meet the diverse needs of children (Hupert, Heinze, Gunn et al 2007).

– Technology helps teachers easily store, organize, interpret and share progress information, whereas manual processes can be overwhelming. – Technology builds on traditional screeners, checklists and observations with authentic work samples in digital portfolios and child performance data in computer-generated reports.

Using Technology to More Effectively Monitor Progress

Research suggest that teachers may not implement technology-based progress monitoring fully or regularly, which diminishes its power to help kids reach their learning outcomes. (Peneul & Yarnall 2005) Educational technology can monitor children’s progress toward goals and outcomes that provide remediation and targeted instruction for the child. Authentic work can be capturedin real time, demonstrating achild’s improvement overtime.

Did you know?

Without professional development, training and support, educational technology tends to be ignored andlookeduponastoodifficultortime consuming to use. To avoid this, consider support for new technology as a ‘must-have’ rather than a ‘nice-to-have’.

CONSIDER THIS:



Technology with built-in, robust progress monitoring capabilities strengthens the

practice of making instructional decisions. These data-driven tools support teachers in better meeting the diverse needs of children.

Progress monitoring tools should be automatic, easy and available for teachers to use on a consistent basis to be successful. With the right tools, teachers can determine current levels of performance on an ongoing basis, regularly adjust instruction when needed and ensure children are appropriately and successfully supported with a complete learning cycle throughout the year.

Benefits of Technology with Built-in Progress Monitoring

When progress monitoring is built-in to technology and automatic:

Did you know?

1) It occures while children play without any additional work required by the teacher.

2) Observations are objective, not subjective

3) Data is captured in real time to identify knowledge gaps and to demonstrate skill acquisition

4) Data can be used to improve instruction

5) The system can adjust to the child’s skill level and refocus them on activities where they need work

6) Data can be rolled up in reports that show progress across classrooms, schools and districts

7) The child is in control and learning at their own pace

8) Feedback and encouragement are frequent & timely

9) Progress can be represented as before & after photos or graphs that show progress over time

iStartSmart by Hatch is a tablet and computer-based software solution that is designed to address 18 essential skill areas. Built-in progress monitoring features show the current level of the child’s performance as well as how they have progressed over time.

CONSIDER THIS:

Combining child-directed discovery with direct teacher instruction to help scaffold & support children as they learn skills represents a highly effective educational environment for young children.

- Landry, 2005; NAEYC, 2009



The Keys to Building a Program that Works about assessment and progress

monitoring

3 Questions to Ask

1) Is the progress monitoring tool easy to use? If it’s not easy to use, it’s not likely to be integrated into the curriculum.

2) Is the information easily shared with families and other educators who work with the children? Using authentic work samples and progress data in parent-teacher conferences is a powerful way to illustrate how children are developing. Additionally, data that can be shared with administrators presents a program-wide view.

3) Is the information easy to interpret for teachers, administrators and parents? Data should be presented in a simple way so that educators and parents can easily determine how a child is performing and areas that need additional instruction.

PProgress monitoring is vital to effective instruction. Here is a reminder of key points

to make your program successful:

> Use these 5 simple steps to help integrate progress monitoring easily and regularly

> Being thoughtful, intentional and focused is critical to success

> Be conservative in how much data you collect and how often

> Set up a calendar with reminders of key milestones and when to collect data

> Use a format that you are comfortable with

> Share what you learn with other educators, administrators and parents to best impact the child’s outcomes

93% of teachers say technology helps them be more effective.

- Grunwald, 2011



82% Ready to Read & 92% School Ready in Math

In many cases interactive whiteboards are being used merely as a high-tech chalkboards and computer games serve as entertainment, offering little or no instructional value. Hatch interactive whiteboard content, informed by research and tied to national standards, brings technology to life, featuring thousands of activities that differentiate learning, engage students and support teachers.

Did you know?

Technology + Quality Content is Shown to Work

1McManis et al., 2010

Two recent studies demonstrate that the Hatch technology can greatly increase child

outcomes when used in best practice in the classroom. Both the TeachSmart® interactive whiteboard system and iStartSmart® computers and tablets provide progress monitoring components that are designed to help teachers inform instruction.

TeachSmart® Interactive Whiteboards iStartSmart® Computers & TabletsTeachSmart interactive whiteboard software can greatly in-crease a child’s readiness to learn reading and math1. With an estimated one in three children unprepared to learn these core skills when they enter kindergarten, these findings are critical.

At the beginning of the study, only 46% of the children were ready to learn to read. Six months later, 82% exhibited the lit-eracy skills required for reading readiness. Just 72% of children scored high enough during initial math testing to be considered ready for math in school. At the end of the study, that number had increased to 92%.




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Preliminary results of a scientific research study on iStartSmart software showed children had significant gains on standardized tests in comparison to control group children who had not used iStartSmart software.

(Control n=70; iStartSmart n=55)

Interactive Displays & Whiteboards With Lesson Planning Tools

Revolutionary Computers & Mobile Devices that Monitor Child Progress

Multi-touch Tables & Content Packages that Promote Cooperative Play

Hatch Technology Ensures Positive Outcomes for Early Learners–Cynthia Johnson, PreK Early Start (PKES) Program Manager, Houston, TX“

“

Thousands of research-based activities for preK to 1st grade that align with NAEYC & Head Start standards and vary from easy to advanced levels.

Includes easy-to-use tools that monitor each child’s progress, allow educators to base decisions on actual data and capture authentic work samples.

Plus, Hatch Technology is proven to work! A recent study of preschoolers showed gains that resulted in 82% “ready to read” and 92% “school ready” in math. HatchEarlyLearning.com | 800.624.7968

3 Ensure Quality2 Differentiate Instruction1 Save Time 4 Show Results

How can Hatch learning activities & tools work for you?



SourcesAbrami, P. C., Savage, R., Wade, A., Hipps, G. and Lopez, M. (2006). “Using Technology to Assist Children Learning to Read and Write.” In T. Willoughby and E. Wood (Eds.), Children’s Learning in a Digital World. Oxford, UK: Blackwell Publishing.

Bolt, D.M., Ysseldyke, J. and Patterson, M.J. (2010). “Students, Teachers, and Schools as Sources of Variability, Integrity, and Sustainability in Implementing Progress Monitoring.” School Psychology Review, 39, 612–630.

Bums, M. K. and Ysseldyke, J. E. (2005). “Comparison of Existing Responsiveness-to-Intervention Models to Identify and Answer Implementation Questions.” California School Psychologist, 10, 9-20.

Coleman, M. R., Buysse, V., & Neitzel, J. (2006). Recognition and response: An early intervening system for young children at risk for learning disabilities. Full report. Chapel Hill: The University of North Carolina at Chapel Hill, FPG Child Development Institute. http://www.recognitionandresponse.org/images/downloads/2006fpgsynthesis_recognitionandresponse.pdf

Davies, A. and Le Mahieu, P. (2003). “Assessment for Learning: Reconsidering Portfolios and Research Evidence.” In M. Segers, F. Dochy, and E. Cascallar (Eds.), Innovation and Change in Professional Education: Optimising New Modes of Assessment: In Search of Qualities and Standards (p. 141-169). Dordrecht: Kluwer Academic Publishers.

Fuchs, L. S. and Fuchs, D. (2002). What is Scientifically-Based Research on Progress Monitoring?Available from http://www.osepideasthatwork.org/toolkit/ta_science_based_research.asp

Johnson, E., Mellard, D.F., Fuchs, D., & McK¬night, M.A. (2006). Responsiveness to interven¬tion (RTI): How to do it. Lawrence, KS: National Research Center on Learning Disabilities.Available from www.nrcld.org

Landry, S. (2005). Houston: University of Texas. Effective Early Childhood Programs: Turning Knowledge Into Action. Available from http://www.childrenslearninginstitute.org/Library/Publications/documents/Effective-Early_Childhood-Programs.pdf

National Center on Student Progress Monitoring. Available from http://www.studentprogress.org/ Hupert, N., Heinze, J. Gunn, G. Stewart, J. and Honey, M. (2007). An Analysis of Technology-Assisted Progress Monitoring to Drive Improved Student Outcomes. Available from http://www.wirelessgeneration.com/pdf/white-papers/Prog_mon_White_Paper.pdf

McManis, L.D. (2011). English Language Learners: Research, Best Practices, and Educational Technology. White Paper: Hatch Early Childhood, Winston-Salem, NC.

McManis, L.D. (2011). Foundation for WePlaySmart™ by Hatch: Supporting Social-Emotional Development in Early Childhood Education. White Paper: Hatch Early Childhood, Winston-Salem, NC.

McManis, L.D. CoreFocus™ Learning Activities: Research Connections in the Early Elementary Education Setting. (2011). White Paper: Hatch Early Childhood, Winston-Salem, NC. McManis, L.D. Making the Connection: The Power of Educational Technology in the Early Childhood Education Setting. (2010). White Paper: Hatch Early Childhood, Winston-Salem, NC.

McManis, L.D. (2011). Research Basis for Hatch Innovations: Solutions for Success in an Early Learning Environment. White Paper: Hatch Early Childhood, Winston-Salem, NC, 2011.

McManis, L.D., & Gunnewig, S. (2012). Finding the Education in Educational Technology with Early Learners. In NAEYC (Ed.), Spotlight on Young Children and Technology. Washington, DC: National Association for the Education of Young Children.

McManis, L.D., & Gunnewig, S. (2012). “Finding the Education in Educational Technology with Early Learners.” Young Children, 67(3), 14-25. McManis, L.D., & McManis, M.H. (2012). Hatch iStartSmart Outcomes-Based Study: Overview of Results. Research Paper: Winston-Salem, NC: Hatch Early Learning.

McManis, L.D., & Parks, J. (2011). Evaluating Technology for Early Learners. eBook and Toolkit. Winston-Salem, NC: Hatch Early Learning. McManis, L.D. (2012). McManis, L.D., Sunnewig, S., & McManis, M. (2010). Exploring the Contribution of a Content-Infused Interactive Whiteboard for School Readiness. Winston-Salem, NC: Hatch Early Childhood. ED528703. Available from www.eric.ed.gov/PDFS/ED528703.pdf

McMaster, K., Wayman, M., Deno, S., Espin, C., & Yeo, S., (2010). “Technical Report #38: Examining Technical Features of Progress Monitoring Measures Across Grade Levels in Writing” Research Institute on Progress Monitoring, Year 3: 2005 – 2006 Dates of Study: January 2006 – May 2006 December 2010. Available from http://www.progressmonitoring.org/pdf/TR38PMSWriting.pdf

Meyer, E., Abrami, P., Wade, A., Aslan, O., and Deault, L. (2010). “Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL.” Science Direct.Available from http://www.sciencedirect.com/science/article/pii/S0360131509003406

National Center on Student Progress Monitoring. USDOE Office of Special Education. Available from http://www.studentprogress.org/

Olson, J., Foegen, A., & Singameneni, S. (2009). “Technical Report # 24: Iowa Early Numeracy Indicator Screening Data.” Research Institute on Progress Monitoring, Year 6: 2008 – 2009 Dates of Study: September 2008 – May 2009.Available from http://www.progressmonitoring.org/pdf/techrep24.pdf

Penuel, W. R. and Yarnall, L. (2005). “Designing Handheld Software to Support Classroom Assessment: An Analysis of Conditions for Teacher Adoption.” The Journal of Technology, Learning, and Assessment, 3, 50-70.

Shapiro, E. (2008). “Best Practices in Setting Progress Monitoring Goals for Academic Skill Improvement.” Best Practices in School Psychology V, 8 (2), 141-158.Available from http://masscampuscompact.org/resources/wp-content/uploads/2011/10/Best-Practices-in-Setting-Progress-Monitoring-Goals-for-Academic-Skill-Improvement.pdf

Walker, D., Carta, J. J., Greenwood, C. and Buzhardt, J. (2008). “The Use of Individual Growth and Development Indicators for Progress Monitoring and Intervention Decision Making in Early Education.” Exceptionality, 16, 33-47.

Ysseldyke, J. and Bolt, D.M. (2007). “Effect of Technology-Enhanced Continuous Progress Monitoring on Math Achievement.” School Psychology Review, 36, 453-467

Additional Sources:

www.cehd.umn.edu/ceed/www.crtiec.orgwww.studentprogress.orgwww.interventioncentral.orgwww.recognitionandresponse.org

The mission of the Center for Early Education and Development (CEED) at the University of Minnesota is to improve developmental outcomes for children. Through research, professional development, community outreach, and policy, CEED strives to effect positive change in early education, child care, and public policy.

Center for Response to Intervention in Early Childhood is a consortium of professionals committed to advancing early intervening services based on RTI and evidence-based practice in Early Childhood Education

National Center for Student Progress Monitoring is a progress monitoring resource website.

Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards.

Recognition and Response provides educators with information and resources to help early educators address the needs of young children (3 to 5 year-olds) who show signs that they may not be learning in an expected manner, even before they begin kindergarte

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