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| Connecticut River, Middletown and Portland, CT © 1995 B. B. Greenbie, Courtesy of the Connecticut River Watershed Council
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About Recognition and Response
Recognition and Response is a system of early intervention responsive strategies to address learning challenges. The goal of the Recognition and Response is to create an effective and beneficial educational experience for all children in the pre-K classroom.
The Emily Hall Tremaine Foundation worked in collaboration with both state and national organizations and policy makers to develop Recognition and Response. There are five main components to the program:
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Assessment and screening with a focus on cognitive domains that would help create a learning profile for all children, and in particular identify those who may be at risk for learning disabilities |
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Approaches to teaching and curriculum based on the learning profile from the Recognition component to provide individualized responses to all children with challenges |
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Approaches to involving parents through the development and sharing of a strengths-based learning profile |
- Transition to Kindergarten
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Creative use of learning profiles to help parents, children and educators as a child moves into the kindergarten classrooms |
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Approaches to professional development of pre-K educators, as well as policy changes that relate to accreditation and the overall structure of classrooms to help ensure an effective application of an early learning system |
For more information, please visit www.recognitionandresponse.org.
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