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Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether or not preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, we conducted a process-product description of preschool instruction and children's growth and outcomes in typical programs (i.e., Pre-Kindergarten, Title 1, Head Start, Tuition-Based) using a Response to Intervention (RTI) perspective. Results indicated that (a) students in their preschool year prior to kindergarten made small gains, but students starting the year in lower Tier 2 and 3 performance levels did not close initial skills gaps, (b) variations were noted by program types with varying socio-demographics and instructional processes, and (c) the quality of instruction (Tier 1) received by all was low with room for improvement. Implications for future research on the application of the RTI approach and potential benefits are discussed.

In this article, a case study is used to illustrate a problem solving model of educational decision making using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) measures to provide a local normative context, to monitor progress, and to evaluate the effects of interventions on an individual basis. The linkage between assessment information and educational decisions is demonstrated in the four phases of the problem solving model: Problem Identification, Problem Validation, Exploring Solutions, and Evaluating Solutions. Using DIBELS measures of early literacy skills, educators can intervene early to prevent serious reading difficulties later.We thank Gloria Johnson and the students, teachers, and principals of

Seeking to achieve greater effectiveness in educating the nation's youth, the Response to Intervention (RTI) approach is increasingly being implemented in US schools (Berkeley, Bender, Peaster, & Saunders, 2009; Walker & Shinn, 2010). The approach is a paradigm shift in K-12 education that is affecting early education, early intervention, and early childhood special education as well. The shift moves practice away from the traditional model of waiting for students to qualify for special education before serving them to one of intervening immediately to prevent developmental delays and challenges from becoming disabilities. Supporting implementation of RTI are favorable policies in the No Child Left Behind Act (NCLB, 2001) and the Individuals with Disabilities Education Improvement Act (IDEA, 2004) that have put the spotlight on improving students' results through early and sustained use of evidence-based practice. While not specifically addressed in early childhood special education policy, RTI is supported by federal and state aceountability policies requiring annual reporting of individual child progress and an expectation of improving results for children served (Head Start for School Readiness Act,