Implementing Multitiered Systems of Support in Preschool: Begin With Universal Screening

Abstract

213 Vol. 24, No. 4, December 2021 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620931807 DOI: 10.1177/1096250620931807 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Successful early childhood inclusion uses multitiered systems of support (MTSS) to support children’s development and learning. MTSS is a multitiered, educational, data-based decisionmaking framework that facilitates collaboration across general and special education to support all learners (Sailor et al., 2018). MTSS implementation requires committed leadership, dedicated time for data collection and analysis, and effective instructional decisions. Furthermore, implementation of MTSS generally requires several years to establish evidence-based tiered instruction, assessment at universal and targeted levels, and necessary system reform (Brown-Chidsey & Bickford, 2016). To support early childhood educators in the implementation of MTSS, the focus of this article is on the initial stages of MTSS implementation. In this article, we describe the first year of one program’s planning and implementing of MTSS for academic and social outcomes, with specific attention to universal screening for all children. This universal assessment activity in MTSS is described as part of “Tier 1,” which must be established before any targeted (Tier 2) or intensive (Tier 3) assessment and instruction supports can be considered and implemented (see Carta, 2019). Accordingly, explicit attention to the 931807 YECXXX10.1177/1096250620931807Young Exceptional ChildrenImplementing MTSS / Missall et al. research-article2020