Supplemental Materials

Response to Intervention and the Pyramid Model
This paper provides an overview of Response to Intervention and discusses the Pyramid Module and its application for promoting young children's social competence and preventing behavior challenges.

Fox, L., Carta, J., Strain, P., Dunlap, G., & Hemmeter, M.L. (2009). Response to Intervention and the Pyramid Model. Tampa, Florida: University of South Florida, Technical Assistance Center on Social Emotional Intervention for Young Children.
 http://www.challengingbehavior.org/do/resources/documents/rti_pyramid_web.pdf

Essential Components of RTI—A Closer Look at Response to Intervention
This article from the National Center on Response to Intervention provides additional information on how RTI is defined and implemented for school‐age children. The information presented is intended to assist states and local districts with planning for RTI.
 
National Center on Response to Intervention (March 2010). Essential Components of RTI—A Closer Look at Response to Intervention. Washington, DC: U.S. Department of Education, Office of Special Education Programs, Author.
http://www.cldinternational.org/Articles/rtiessentialcomponents.pdf
 
School‐wide positive behavior support and response to intervention.
This article from the OSEP Center on Positive Behavioral Interventions and Supports provides an overview of the defining characteristics of RTI as well as examples and applications of RTI.
 
Sugai, G. (May, 2009). School‐wide positive behavior support and response to intervention. Storrs, CT: University of Connecticut, OSEP Center on Positive Behavioral Interventions and Supports.
http://www.pbis.org/common/pbisresources/presentations/Sugai_2009rSWPBS_RtI%20final_May25_2009.pdf
 
Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. A Joint Position Statement of NAEYC and NAECS/SDE.
This joint position statement on early childhood curriculum, assessment, and program evaluation was created by two major early childhood organizations the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). This position statement provides guidance and recommendations to help policy makers, the early childhood professional, and other stakeholders in young children’s lives build an effective and accountable system in programs for all children birth through age 8. A supplement on Screening and Assessment of Young English-Language Learners is also available on this website.
http://www.naeyc.org/positionstatements/cape

NAEYC/NAECS/SDE (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. A Joint Position Statement of the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). Washington, DC: Authors.

2014 DEC Recommended Practices
This publication presents the 2014 DEC recommended practices for early intervention and early childhood special education. These practices are based on the best available research as well as the professional wisdom and experience of the field.
http://dec.membershipsoftware.org/files/Recommended%20Practices/DEC%20RPs%206%205%202014.pdf
DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education.
This guidebook is the result of an effort that integrated the best available research evidence with knowledge gained through experiences in practice. The book includes implementation tips, real life examples, and other helpful resources. Chapter 3 focuses on assessment.

Sandall, S., Hemmeter, M.L., Smith, B. J., & McLean, M. E. (2005). DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Missoula, MT: Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC).
 
The Head Start Child Development and Early Learning Framework
The Head Start Early Learning Framework can be used to guide curriculum, implementation, and assessment to plan teaching and learning experiences that align to school readiness goals and track children's progress across developmental domains.
 
Office of Head Start (n.d.). The Head Start Child Development and Early Learning Framework: How Do Preschool Programs Support School Readiness?  Washington, DC: Author.
http://eclkc.ohs.acf.hhs.gov/hslc/sr/approach/cdelf
 
The IRIS Center: Modules on RTI
The IRIS Center at Vanderbilt University has developed ten online modules on Response to Intervention (RTI). Topics include assessment procedures integral to RTI, components of high-quality mathematics instruction, and different reading strategies that may be used with the RTI model to improve reading skills.
http://iris.peabody.vanderbilt.edu/resources.html 
 
Moving to Outcomes: Approaches to incorporating child assessments into state early childhood quality rating and improvement systems.
This report from the Rand Corporation provides guidance to states on QRIS and quality improvement. The authors identify five strategies for states to consider for incorporating child assessments into QRIS or other quality improvement approaches.

Zellman, Gail L. and Lynn A. Karoly. Moving to Outcomes: Approaches to Incorporating Child Assessments into State Early Childhood Quality Rating and Improvement Systems. Santa Monica, CA: RAND Corporation, 2012.
http://www.rand.org/pubs/occasional_papers/OP364