AEPS 3 Volume 5 Excerpt 1.23.pdf

Strategies for Matching Tiered Teaching

• Ready intervention strategies — universal, focused, and specialized supports — with young children’s individual needs.

• Instructions on collecting progress monitoring data at each teaching/intervention tier.

• Evidence-based strategies for teaching specific developmental skills within 18 typical routines and activities, such as Meals & Snacks; Diapering, Toileting, & Handwashing; Dramatic Play; Circle Time; and Science.

• Collect the assessment data you need with a continuous, seamless test for birth to 6 years.

• Link assessment data to a tiered curriculum organized around 18 routines and activities.

• Track and support emerging skills, where real growth and development happen.

• Strengthen preacademic skills, including the critical areas of early literacy and math.

• Check for school readiness with a shorter new measure called Ready-Set.

• Actively involve families with handouts to support engagement, forms to collect information about child skills, and reports to share results.

• Easily adaptable for each child’s schedule and family cultural context, this expertly organized curriculum is an essential part of the comprehensive, linked AEPS-3 system.

About the Authors

Diane Bricker, Ph.D. - Professor Emerita and Former Director, Early Intervention Program, University of Oregon. Notable for her work in early intervention services, curriculum-based assessment, and developmental-behavioral screening.

Carmen Dionne, Ph.D. - Chairholder at UNESCO and Lecturer at the University of Québec. Focuses on early intervention and early childhood special education.

Jennifer Grisham, Ed.D. - Professor in the Interdisciplinary Early Childhood Education program at the University of Kentucky, she conducts research on linking assessment and instruction.

JoAnn Johnson, Ph.D. - Professor in Child and Family Studies at St. Cloud State University, with focus on developing and refining assessment and curriculum systems.

Marisa Macy, Ph.D. - Cille and Ron Williams Endowed Community Chair for Early Childhood Education at UNK, specializing in the assessment of young children with disabilities.

Kristine Slentz, Ph.D. - Professor Emerita in Department of Special Education at Western Washington University, expert in early intervention and evaluation.

Misti Waddell, M.S. - Senior Research Assistant at the University of Oregon, contributor to the AEPS assessment.

AEPS-3 Curriculum Foundations and Framework

The AEPS-3 Curriculum is grounded in contemporary early childhood developmental theory and recommended practices in early intervention and early childhood special education (EI/ECSE). It is designed as part of a multi-tiered system of support (MTSS) in all early childhood settings and helps educators collect assessment data, make instructional decisions, and monitor children's progress.

1. Multi-tiered System of Support: Provides differentiated strategies to effectively serve diverse groups of young children, ensuring that all children can learn and achieve with high-quality services that match their needs.
2. Blended Practices: Integrates early childhood education and special education practices to meet the needs of diverse children.
3. Activity-Based Intervention: Teaches skills embedded within regular routines.

Math in the AEPS-3 Curriculum

Incorporating early math into daily routines builds a strong foundation for school readiness.

• Skills include counting, comparing quantities, and using addition and subtraction, all of which can be integrated into various classroom activities.
• Opportunities for math learning are structured throughout the curriculum, using methods like play and everyday routines to create engaging learning experiences.

Universal Strategies

These best practices are for all children, focusing on daily routines while promoting positive adult-child relationships and peer interactions. These strategies encompass embedding math into activities and using math talk to expand learning opportunities throughout the day.