Virginia Buysse, Ph.D. | May 16, 2016, 9 am-3 pm

Participants will learn about the key features of the Recognition and Response (R&R) framework that is designed to enhance early academic learning in language, literacy, and mathematics. Participants
will consider definitions and view video exemplars of key assessment and instructional practices, and will obtain practical information about tools and resources that can be used to implement R&R. Participants will have an opportunity to consider how the R&R approach fits with their existing program policies and practices, and identify concrete steps for implementing this approach in preschool classrooms. This all-day PD session will address the following topics:

• Overview of the Recognition and Response Framework
• Formative Assessments (Recognition)
• Foundational and Targeted Instruction (Response)
• Collaborative Problem-Solving
• Planning for Implementation

About the Presenter: Virginia Buysse, Ph.D., is a Principal Researcher at American Institutes for Research. She developed a program of research on Recognition & Response (R&R), an instructional system for pre-kindergarten early learning assessment, foundational instruction, and targeted interventions with funding from the U.S. Department of Education (Institute of Education Sciences) and the Emily Hall Tremaine Foundation. She served as Co-Principal Investigator on several national early childhood centers, including the National Professional Development Center on Inclusion (NPDCI), the Center to Mobilize Knowledge on Early Childhood (CONNECT), and the Center for Early Care and Education Research – Dual Language Learners (CECER-DLL). She also served on the National Research Council’s Committee on Early Childhood Education and the Workforce. She has served as an expert consultant on a number of federally funded projects, including those focused on progress monitoring and program evaluation in early childhood programs. She was past president of the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) and was member of the technical experts panel that developed CEC’s Evidence-Based Standards for research in special education. She has authored four books and over 85 peer-reviewed journal articles on early childhood education and early intervention. Prior to being an educational researcher, she began her career as a prekindergarten teacher.

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