The overall architecture and major components of a measurement system designed and evaluated to support Response to Intervention (RTI) in the areas of language and literacy in early childhood programs are described. This article describes (a) the general approach taken to developing and evaluating this measurement system, including its conceptual and methodological foundations, methods, and results for developing items and scales for second-generation Individual Growth and Development Indicators (IGDIs 2.0), and (b) use of these scales in a larger decision-making framework for differentiating language and literacy instruction to match the needs of preschool children at risk of academic difficulties.
McConnel, Scott R., Wackerle-Hollman, Alisha K., Roloff, Tracy A., and Rodriguez, Michael. (2014). Designing a Measurement Framework for Response to Intervention in Early Childhood Programs. Journal of Early Intervention, 36, 263-280.