MTSS (Multi-Tiered Systems of Support) for Young Children:

Driving Change in Early Education

Robin Miller Young

Northern Illinois University Judy Carta University of Kansas Robin Hojnoski Lehigh University

MS 185 MTSS for Young Children: Participant Objectives . . . .

Describe MTSS for young children; how can it meet their diverse needs.

Articulate rationale for including schools psychs on Leadership Team.

Name a strategy for moving into an MTSS service delivery framework.

MS 185 MTSS for Young Children: Participant Objectives . . .

Describe how data-based decision making is a foundation for MTSS.

Explain how the 4-step problem solving process can be applied.

Describe an application of the 4-step problem solving process at Tier 1.

Vision: What kind of early learning program should be available for all children?

What is MTSS?

A whole-school data-driven framework for improving learning outcomes for ALL students delivered through a continuum of evidence-based practices and systems.

What is MTSS?

• Goal: to identify children who may be struggling to learn and intervene early so they can catch up to their peers.
• It can be designed to identify children who are struggling in academic or behavioral areas.

MTSS is not…

• Just added support for academics
• The responsibility of just a few specialists— general educators are key!
• An excuse for delaying a special education

How is MTSS for YC different from typical practice in early education?

• We don’t usually systematically address the range of individual differences in general early education settings.
• We typically wait for significant delays before we provide additional support (and then it is a referral to special education).

Core Components of MTSS for YC

Evidence-based practices are the foundation

• “Proven techniques” • Few practices in EC meet the strict definition of EBP but there are some
• Even practices with strong evidence may not work for all children.
• Practitioners can provide their own evidence through progress monitoring data: Practice-based evidence

Fidelity of Interventions:

• Interventions implemented with low or inconsistent fidelity are less likely to work—children won’t show change.
• Without measurement of fidelity, you don’t know if the child needs a different intervention, a more intensive intervention, or the same intervention with better implementation.
  LESSON: Make sure an intervention is being implemented correctly before recommending changes to it.

Layered Continuum of Supports

Tier 1 is the foundation

Universal Screening and Progress Monitoring

Tier 3

Universal Universal Screening Screening Phase 1 Phase 2 Tier 2

Progress Monitoring

Progress Tier 1 Monitoring

Universal Screening

• PURPOSE: determines how well core curriculum is working for the majority of students
• TOOLS: very brief assessments on key elements of the curriculum; these are NOT the same as developmental screening tools
• FOCUS: all students • TIMEFRAME: usually assessed three times a year

Progress Monitoring

• PURPOSE: monitor students’ response to instruction in order to estimate rates of improvement, identify students who are not demonstrating adequate progress
• FOCUS: students identified through screening as at risk for poor learning outcomes
• TOOLS: brief assessments that are valid, reliable, and evidence based
• TIMEFRAME: students are assessed at regular intervals (e.g., weekly, biweekly, or monthly)

MTSS relies on partnerships

Shared Leadership provides direction

A few words about special groups & MTSS

• Children with disabilities might receive instruction at any tier in an inclusive classroom. • Children do NOT need to go through the MTSS process in order to be referred for special education.

A few words about special groups & MTSS

• Dual language learners
• Assessments (universal screening and progress monitoring) need to be conducted in home language with valid instruments
• Can be at any level of MTSS
• Strengthening Tier 1 with use of home language, language bridging techniques can help dual language learners be successful

Engaging Families in MTSS

• Leaders need to plan strategically to engage families
• Specific areas for building staff competence:

• Communication skills
• Understanding family values
• Focusing on cultural awareness and sensitivity
• Helping the family feel welcome in school and with the team

Data-based decision making

Shift THINKING to SYSTEM focus:
• All system levels, including school/program, classroom, and individual-child levels, will make decisions based on data.
• Students’ needs will have a “Just Right” match to interventions, progress will be monitored, intervention plan will be modified as necessary, to achieve success!

Leadership: Shifting into an MTSS Framework

Service delivery SYSTEM focus:
• Purpose: Internal parts are organized and arranged to interact so young children achieve early learning outcomes.
• Infrastructure (Components): Who will be served, what will they learn, what teaching methods will be used, where will teaching occur, etc. • Processes (Procedures): How a supportive culture will be created, how teams will be created, how decisions will be made.

Leadership: Shifting into an MTSS Framework

Focus on PROGRAMS and SCHOOLS:
• Rationale: Services are delivered to programs and schools, and outcomes are measured at this level, so this is where we focus change.
• Leaders: Held accountable for results, have legitimate authority to make changes, must shift culture, and support staff through change process

Instructional Leadership Team (ILT)

Sole Purpose: Ensure the instruction and intervention delivery system results in verifiable gains for young children and their families.

Exploring: Is MTSS the right initiative for your program or school?

EXPLORATION Stage (Implementation Science):

• Tasks: Assess needs, examine intervention components, consider implementation drivers, and assess “goodness-of-fit” of proposed new practice.

Professional Learning Communities (PLCs)

• Roles and Responsibilities
• Norms for Interaction/ Collective Commitments
• Goals Aligned with Vision and Mission
• Clear Purpose
• Decision Making-Process
• Processes for Accomplishing Purpose

Initial High Quality Training and On-going Practice-Based Coaching are Essential

Role of School Psychologists on ILT

• Typical and atypical development
• Indicators of school success
• Effective instruction
• Intervention development
• MEASUREMENT

Steps of the Problem-Solving Model

Problem Identification

Plan Evaluation

• How is/are the student(s) responding?
• How is the plan working?
• Has the difference between current and expected/desired performance been reduced to a satisfactory level?
• What are the next steps?

Strengths-based Problem Solving

• How are all children performing in core?
• Which children need classroom supports?
• Which few children require intensive interventions that are more individually-designed supports?

Problem-Solving Model Steps:

Continuous Improvement Process

Problem Analysis

• Why does the problem exist?
• What factors could be contributing to the problem that we can address?
• What resources are required to address the problem?

Decision: Once the problem is understood, move to Intervention Implementation phase.

Methods and Tools to Support Problem Analysis

• Record Review
• Teacher and caregiver interviews and rating scales
• Other assessment data
• Curricular review
• Classroom observations

Problem-Solving Model Steps:

Continuous Improvement Process

Intervention Implementation

• What can be done to reduce the difference between current and expected/desired performance?
• What supports are needed to ensure strong intervention implementation?

Decision: Match child’s (children’s) strengths and needs to intervention, implement and then do Plan Evaluation.

Monitoring the response to the intervention –the Alphabet Monitor

Problem-Solving Model Steps:

Continuous Improvement Process

Plan Evaluation

• How is/are the student(s) responding?
• Has the difference between current and expected/desired performance been reduced to satisfactory level?
• What are the next steps?
  Decision: If the problem still exists, implement modified plan. No problem, end intervention.

MTSS for Young Children: Key Takeaways

• All children get the level of instruction that meets their needs.
• Prevention of delays and disabilities— better than “wait to fail”.
• Early intervention is more effective and less costly than later remediation.
• Continuous progress monitoring ensures that children don’t get “stuck” receiving ineffective instruction.
• Data-based decision-making fosters team members moving in the same direction.

Our Vision for MTSS in Early Education

Wouldn’t it be great if every child could participate in an early education program with evidence-based instruction, and receive appropriate levels of instructional intervention to achieve the best possible early academic and behavioral outcomes?

Thank you for joining us on this journey! Robin, Judy and Robin

Contact information for the presenters:

Robin Miller Young

Northern Illinois University
RobinMillerYoung@gmail.com

Judy Carta

University of Kansas
Carta@ku.edu

Robin Hojnoski

Lehigh University
Roh206@Lehigh.edu