Early Childhood Education

A Practical Guide to Evidence-Based, Multi-Tiered Service Delivery

Gina Coffee, Corey E. Ray-Subramanian, G. Thomas Schanding, Jr., Kelly A. Feeney-Kettler

• Publisher: Routledge
• Year: 2013
• ISBN:
  9781136458934
• Edition: 1
• Topic: Didattica
• Subtopic: Psicologia dell'educazione

In the past several years, models of multi-tiered service delivery have emerged as a framework for supporting the needs of school-aged children in schools across the country and have received much attention in scholarly publications of education and related fields. Despite the needs of young children and the promise of early intervention, however, models of multi-tiered service delivery are only in the beginning stages of development in early childhood education settings such as preschools. This text provides early-childhood professionals with an introduction to tiered service delivery and practical considerations in the implementation of a multi-tier system of supports with particular emphasis on early childhood law and ethics, assessment and intervention, developmental disabilities, and family engagement.

1

An Introduction to Evidence-Based Early Childhood Education Practice within a Multitiered Service Delivery Model

According to the 2010 Census, there were over 12 million children between the ages of 3 and 5 years old (U.S. Bureau of the Census, 2010). More children now access early childhood education services than ever before. In the mid- to late-1960s, between 10 and 16% of children between the ages of 3 and 4 were enrolled in school. Currently, over half of all 3- to 4-year-olds attend school (U.S. Department of Commerce, 2010). Early childhood programming has been shown to decrease grade retentions and placement in special education settings (Anderson et al., 2003). Now, more than ever, educational systems have the opportunity to directly intervene with children at an earlier age than was previously the case to prevent, identify, and treat childhood disabilities related to communication, learning, behavioral, and socioemotional difficulties.

Many children already receive services within early childhood settings. According to the U.S. Department of Education (2010), approximately 734,692 children between the ages of 3 and 5 have a disability and receive services under the Individuals with Disabilities Education Improvement Act, Part B (IDEA; 2004). These disabilities include developmental delays, autism spectrum disorders, intellectual disabilities, behavioral disorders, and health impairments. Systematic, data-based procedures are necessary to ensure that these children with disabilities, and those who struggle from time to time, receive the highest quality services to reach their full potential.

Multitiered Systems of Supports

Several models of service delivery have been proposed to enhance evidence-based practices within school settings. Response-to-intervention (Burns & Gibbons, 2012) and positive behavior intervention supports (Sailor, Dunlap, Sugai, & Horner, 2009) are two prominent models subsumed within the term multitiered systems of supports (MTSS). Multitiered systems of supports is an all-encompassing term that describes a data-based problem-solving approach to address the academic and behavioral (social/emotional) needs of students. This model incorporates the multiple tiers of varying intensity of instructional techniques and interventions.

Core Principles of MTSS. Several principles constitute the basis of MTSS. First, all children are capable of learning and achieving. Utilizing high-quality instruction, all children are able to make progress toward appropriate academic and behavioral goals. This first core principle supports a holistic view of child development (i.e., language, cognition, social-emotional, and motor). Second, learning should encompass both academic and behavioral goals. Incorporating public health perspectives (e.g., screening, prevention services) related to academic performance and behavioral issues is likely to provide school districts with optimal data to address all students’ needs (Shapiro, 2000; Strein, Hoagwood, & Cohn, 2003). Next, service delivery is based on a collaborative model. This includes students, parents, teachers, administrators, instructional support staff, school psychologists, and other relevant school personnel. Additionally, MTSS is based on using data within a problem-solving model. All decisions are data-driven, collected from frequent assessments to closely monitor skills. Next, MTSS are based upon and supports future research and evidence-based practices.

Major Components of MTSS for Early Childhood. At the time of writing, there is no consensus regarding the “perfect” model of MTSS. The National Center for Learning Disabilities (2009) outlines the following components of an MTSS for early childhood:

• Identification of the Child’s Strengths and Needs: Screening, Assessment, and Progress Monitoring. Universal screening to monitor and identify those needing additional assessments; assessment results that clearly identify strengths and needs related to his or her development; and progress monitoring over time to examine the effectiveness of the intensity of supports and services needed.
• Evidence-Based Practices and Standard Protocols. Use of practices supported by research and practitioner wisdom that are respectful of the family’s values that increase the likelihood that the child will benefit from services. This includes the use of research-based, manualized interventions.
• Fidelity of Implementation. A high degree of adherence to instructional, intervention, and other support services as they are intended to be delivered.
• Collaborative Problem Solving. Inclusion of parents, teachers, and related service providers to define and analyze the problem, as well as develop and implement a support plan while evaluating its effectiveness.
• Parental and Family Engagement. Recognition that parents are essential to the success of their child and an emphasis on support for the entire family unit.

Overview of MTSS

The following conceptualization is based on the Kansas State Department of Education’s (2010) integration of MTSS and RTI. Various recommendations for the number of tiers have been offered, with most conceptualized within three tiers: Tier 1—General Instruction, Universal Screening, and Progress Monitoring; Tier 2—Supplemental Instruction, Interventions, and Progress Monitoring; and Tier 3—Customized Instruction and Assessment. Tier 1 is comprised of the general curriculum that all students encounter. The curriculum should be comprehensive and evidence-based. Additionally, universal screening and assessment data are collected to identify those students making adequate progress and those who may be experiencing difficulties. Through progress monitoring, decisions are then made as to whether the child should receive additional instruction or monitoring. Tier 1 instructional practices alone are likely to benefit approximately 80% of children.

Within Tier 2, more intensive support is provided to small groups of children identified as in need of support from Tier 1 assessments. At this point, students within Tier 2 receive more frequent progress monitoring (at least once a month typically) while parents and school team members work collaboratively to resolve the concern. These interventions may include groups of three to five students and are delivered within the general education context. It is estimated that approximately 15% of children would be in need of Tier 2 services.

Tier 3 services are provided for those children who do not make the anticipated improvements after receiving Tier 2 interventions. While progress monitoring and the problem-solving model guide the process, the interventions are most individualized and intensive at this level, possibly leading to one-on-one support for the child. Tier 3 services does not necessarily mean a child would qualify for or need special education services; however, many children at this point may receive a comprehensive evaluation to determine if they would qualify for special education services due to a disability and educational need. Typically 5% of children would require Tier 3 services.

Surrounding all students are the components of best educational practices; that is, high-quality instruction, an evidence-based curriculum, and appropriate assessments. After selecting a curriculum supported by research, highly trained teachers can then demonstrate their effectiveness by utilizing various assessments to monitor student learning, adjusting instructional practices when necessary. These components cannot be achieved without ongoing support. Classroom, school building, district, and community leaders must support the activities within the model. Professional development must be provided to allow all involved in the process to increase skills, which in turn leads to the empowerment of students, parents, teachers, and support personnel.

Figure 1.1 Multi-Tier System of Supports (adapted from the Kansas State Department of Education).

Responsibility for MTSS: General Education or Special Education

Though MTSS may serve as a process to identify students who require special education, the primary responsibility rests with the general education setting. To this end, teachers, administrators, and other school personnel must learn how to collect and interpret data, link intervention to assessment data, and deliver evidence-based interventions. However, special education personnel will still be involved in the process, as MTSS crosses the general and special education settings. Students identified with a disability and receiving special education services are routinely monitored to determine their needs, the goal of which is to provide services in the least restrictive environment (possibly within general education). Hence, both general and special educators will need to create a clear channel of communication with parents to ensure that children are receiving the appropriate services to reach their full potential.

Current Applications of MTSS to Early Childhood Settings

Today more than ever, school systems are pressed to maximize student achievement and success. Meeting the needs of an increasingly culturally and linguistically diverse student population requires innovation and a reliance on utilizing evidence-based practices to maximize the effectiveness of school-based personnel and resources. The current focus for most work within MTSS has been on school-aged children; however, MTSS continues to garner attention related to younger children. The emphasis of MTSS on prevention and early identification of students with special needs aligns well with the efforts of early childhood education to address young children’s development in the academic, social, and emotional areas.

Though still in its infancy, research is growing related to the development of tiered service models for pre-K students. Several sites around the United States have begun implementation of an MTSS. Currently, various groups such as university/research groups, state departments of education, and local school districts are working to further knowledge of challenges in MTSS within early childhood settings, such as assessments, professional development, intervention, implementation, and outcomes.

The Literacy Partnership. In Washington, DC, the U.S. Department of Education funded the Literacy Partnership as an Early Reading First project. The Literacy Project utilizes a three-tiered problem-solving model focused primarily on prevention of language and learning difficulties. Within Tier 1, literacy mentors and speech-language pathologists conducted assessments at the beginning and end of each school year to provide professional development and assisted teachers in personalizing classroom instruction. Parents received a semiannual family workshop focused on home literacy activities. At Tier 2, children identified as at risk from Tier 1 (or with known risk factors) participated in small-group instruction led by speech-language pathologists. This small-group intervention focused on vocabulary enhancement and phonological awareness. Those students progressing to the third tier were referred for a comprehensive evaluation and received intensive services from the literacy mentors or speech-language pathologists. Assessment results were reviewed biweekly by the team. According to a report from the National Center for Learning Disabilities (2009), Tier 1 and 2 activities improved students’ performance on language and emergent literacy measures. Teacher performance, as observed by the Early Language and Literacy Classroom Observation, improved as well.

Recognition and Response. Recognition & Response (R&R) is a tiered program previously implemented at pilot sites in Florida and Maryland (National Center for Learning Disabilities, 2009). Developed by a research team at the University of North Carolina-Chapel Hill, R&R is an adaption of school-age MTSS (Coleman, Buysse, & Neitzel, 2006). Assessment is conducted under the “Recognition” component; all children undergo universal screening and then periodic progress monitoring in early language, literacy, and math. For “Response,” core instruction is provided to all children, while targeted interventions are provided in Tier 2 and 3 to support children’s learning. In evaluating the results, parents, teachers, specialists collaboratively work together to plan and evaluate students’ progress within each tier. One distinguishing feature of R&R is its focus on examining instruction with dual language learners.

Center for Response to Intervention in Early Childhood (CRTIEC). Partnering with Kansas, Minnesota, Ohio, and Oregon, CRTIEC’s goal is to reduce the prevalence of children not yet ready for kindergarten (National Center for Learning Disabilities, 2009). CRTIEC, led by Drs. Judith Carta and Charles Greenwood at the University of Kansas, is working to further knowledge related to assessments of language and early literacy within MTSS and further the evidence-base of Tier 2 and 3 interventions. One of the advances of CRTIEC is the implementation and improvement of the individual growth and development indicators (IGDIs). IGDIs are brief assessment instruments that measure early literacy and language, such as picture naming, alliteration, rhyming, and letter sounds. Based on this data, children can be screened and further progress monitored to determine the need for more intensive services. Screenings occur quarterly for all Tier 1 students and biweekly to progress monitor those students receiving interventions in Tier 2 or 3.

The Pyramid Model. Fox and colleagues have developed one of the few programs utilizing an MTSS model focusing on the social, emotional, and behavioral development of children. The pyramid model (Fox, Carta, Strain, Dunlap, & Hemmeter, 2010) incorporates a three-tiered model; however, Tier 1 emphasizes two universal components: (a) nurturing and responsive caregiving relationships (considered as the family or primary caregiver and the teacher) and (b) high-quality supportive environments (including both the home and community setting to be predictable and supportive). Within these supportive, positive relationships, adults can reduce the occurrence of challenging behaviors. Within Tier 2, children are explicitly taught about emotions, such as happiness, anger, and sadness. Children are taught how to control and appropriately express feelings related to anger, impulsivity, and frustration. For those children with the most severe social, emotional, and behavioral needs, Tier 3 utilizes a team approach to conduct a functional assessment of the child’s challenging behavior to lead to the development of an individualized plan to meet the child’s needs at home and school.

Rockford Early Childhood Program. The Rockford Public Schools Early Childhood Program has sought to incorporate MTSS to address both academic and behavioral goals. According to a report in the National Center for Learning Disabilities (2009), the Rockford Early Childhood Program committee responsible for MTSS includes an administrator, the early childhood special education supervisor, curriculum implementers, a social worker, classroom teachers (including a bilingual teacher), and a special education resource teacher. Within Tier 1, academic and behavioral curricula are taught, with all children entering the pre-K program screened prior to entry. Additional universal screening is conducted four times per year. Data teams and educational teams meet at least monthly to review progress for groups of students and individual students if necessary. Members on these teams include a variety of individuals such as parents, teachers, paraprofessionals, family support staff, social workers, psychologists, and administrators. The involvement of the family within the process is considered key. As noted in the report to the National Center for Learning Disabilities, 86 to 93% of students have demonstrated proficient ratings across areas based on the Illinois Early Learning Standards.

Colorado State Department of Education. The Colorado State Department of Education promotes the use of MTSS at the Pre-K level, adopting a three-tiered approach that has been implemented with school-age students for over 10 years (National Center for Learning Disabilities, 2009). The Colorado Department of Education (2008) provides a guidebook discussing the components of MTSS, with suggestions for working with gifted and talented students, English language learners, and preschool children. In formalizing Tier 1, all districts use one of three statewide-approved curricula. Additionally, some Colorado schools partner with other agencies such as Head Start programs and Child Care programs in creating a problem-solving process, stages of the MTSS, assignment of roles of individuals at various time points, and information to be shared with parents.

Summary

At this point, the public education system is in the best position ever to work with families to create positive outcomes for our nation’s youngest learners. More children now than ever are enrolling in early education settings, allowing us to prevent and identify academic and behavioral difficulties. With the advent of MTSS within early childhood education settings, children and families will have the most advanced screenings and data to link assessment information to the most effective evidence-based interventions.

As seen from an initial review of some programs across the United States, there is no one MTSS model, and future models may look dramatically different from those used with school-aged children. Absent any federal mandate, each state and district will have to work to identify those procedu...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright
• Contents
• Series Editors’ Foreword
• Chapter 1. An Introduction to Evidence-Based Early Childhood Education Practice Within a Multitiered Service Delivery Model
• Chapter 2. The Law, Ethical Standards, and Guidelines for MTSS in Early Childhood Education
• Chapter 3. Universal Screening of Early Academic Skills
• Chapter 4. Academic Interventions and Progress Monitoring: Tiers 1, 2, and 3
• Chapter 5. Universal Screening of Social-Emotional and Behavioral Functioning
• Chapter 6. Social-Emotional and Behavioral Interventions and Progress Monitoring: Tiers 1, 2, and 3
• Chapter 7. Developmental Disability Identification and Considerations for Inclusion
• Chapter 8. Family Engagement in Early Childhood Education
• Chapter 9. Summary and Future Directions for Early Childhood MTSS
• References
• Index