FOR IMMEDIATE RELEASE
January 24, 2008
Contact:  Karen Golembeski (202) 546-0496
This e-mail address is being protected from spam bots, you need JavaScript enabled to view it

Panel to Discuss Potential Benefits of the Recognition and Response System: A Comprehensive System for Early Intervention to Promote School Readiness

WASHINGTON, D.C.-- On January 30, 2008, The National Center for Learning Disabilities will host an hour-long briefing on Capitol Hill: RTI Goes to Pre-K: A Comprehensive System for Early Intervention to Promote School Readiness. 

"We want decision-makers in Washington to know that recognizing and responding to early signs of learning difficulties in the Pre-K years has great potential to mitigate or prevent later learning problems in school.  Integrating screening, progress monitoring and research-based interventions into pre-k settings improves instruction and student success,"   says James H. Wendorf, executive director of The National Center for Learning Disabilities. 

The briefing will discuss the potential benefits of implementing early intervening approaches in pre-k based on empirical evidence on Response to Intervention (RTI), a framework originally developed for school-age children to address reading and math difficulties.  Adapted from RTI, Recognition and Response is a pre-k early intervening system that integrates universal screening and progress-monitoring with research-based interventions to improve academic instruction for all children. 

Panelists include:

• Virginia Buysse, Ph.D. -- Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill
• Ellen Peisner-Feinberg, Ph.D. -- Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill
• Nicole Patton-Terry, Ph.D. -- Department of Educational Psychology and Special Education Research at Georgia State University
• Laura Kaloi -- The National Center for Learning Disabilities

Attendees will be provided information on key components of the system, including examples of how this system is being used in early education.  Policy recommendations will also be provided.

"We supported the development of the Recognition and Response system because we strongly believe it is the logical first step in responding to early signs of learning difficulties in young children," says Stewart Hudson, president of the Emily Hall Tremaine Foundation, which is providing support for this briefing.  "This system has the potential to change the way we support children before they enter kindergarten, making school success a reality for all children, especially for those who struggle to learn."
 
To learn more about Recognition and Response, please visit recognitionandresponse.org.

Public Policy Office
The National Center for Learning Disabilities
611 Pennsylvania Ave. #400 ◦ Washington, DC 20003 ◦ TEL 202.546.0496 ◦
Ld.org/advocacy

Headquarters
The National Center for Learning Disabilities
381 Park Avenue South ◦ Suite 1401 ◦ New York, NY 10016 ◦ TEL 212.545.7510 ◦ FAX 212.545.9665 ◦ LD.org