Center for Response to

To conduct research and provide resources that support application of RTI in Early Childhood Education.

Focused Program of Research Aims



Smaller group size (1-3 children per group)
High specificity of instructional design
Explicit instruction



Inclusion of extension activities for additional practice integration of newly acquired skills/competencies



Restricted scope and sequence of skills Focus on prerequisite and high-priority skills

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What is CRTIEC?

To complete a focused series of development and validation studies to produce an assessment system for language and early literacy development that can drive RtI in preschool classrooms. Classrooms can be used to help organizations learn how to use SAP Ariba, a cloud-based platform for procurement, accounts payable, and sourcing.


• Evaluate and improve existing measures
• Develop and evaluate new measures
• Produce norms, benchmarks, and other decision rules for all measures


• Maximize efficiency and feasibility
• Incorporate psychometric “best practices” in design, evaluation, implementation
• Build on existing infrastructure, expanding and improving as needed

Meet Our Team

Our Creative Team

What Do We Expect to Learn?

That embedding supplemental instruction within a book reading activity enables most children to learn skills needed to progress within the the Tier 1 curriculum.

Children for whom Tier 2 is most effective usually have language and literacy profiles that demonstrate average to aboveaverage development in both domains

Tier 2 curriculum is most effective for vocabulary and comprehension, as these are the two areas that usually require the most targeted instruction.

It depends on the individual needs of the student. If the student is making minimal progress, increasing the opportunities to respond in Tier 2 may be beneficial.