Meeting Everyone’s Needs: Foundational Principle 3: Multi-tiered System of Supports (MTSS)

The third foundational principle for meeting ALL children’s needs is Multi-tiered System of Support (MTSS). MTSS grew out of the integration of two other intervention-based frameworks: Response to Intervention (RTI) and PBIS (Positive Behavioral Interventions and Supports).​  In early childhood education, fostering the development of young learners requires a proactive and structured approach to meet their diverse needs.  MTSS is provided using a systematic tiered approach designed to provide high-quality, evidence-based instruction and interventions that support individual children’s needs. If you haven’t yet, be sure to visit this original blog post https://blogs.iu.edu/earlyliteracy/2025/04/25/all-really-does-mean-all/ which shared the 6 evidence-based foundational  principles for supporting all children to be successful in the classroom.

So…What is MTSS in Early Childhood?

In early childhood settings (ages 3-5), The MTSS framework consists of  the following three tiers focused on developmentally appropriate practices that support the whole child—academically, socially, and emotionally so every child has the opportunity to thrive.

• Tier 1: Universal Support – High-quality, inclusive teaching practices for all children, such as engaging literacy activities, structured play, and social-emotional learning (SEL) curricula. Research shows that effective Tier 1 practices meet the needs of 80% of children.

• Tier 2: Targeted Interventions – Small-group interventions for children who need additional support, like focused language development activities or social skills groups. Research shows that when effective Tier 1 practices are in place, additional Tier 2 supports are needed for approximately 10%-15% of children.

• Tier 3: Intensive Interventions – Individualized, intensive support for children with significant needs, often involving one-on-one instruction or collaboration with specialists. Research shows that when effective Tier 1 practices and Tier 2 supports are in place, a very small number of children (1%-5%) will need additional individualized Tier 3 interventions.

For more information  visit this link to download the DEC’s position statement on MTSS in Early Childhood settings : https://www.dec-sped.org/single-post/new-position-statement-multitiered-system-of-support-framework-in-early-childhood

Implementing MTSS in Early Childhood Settings

Use the following steps to implement MTSS successful in early childhood settings:

1. Build a Collaborative Team: Successful MTSS  starts with a collaborative team of educators, administrators, families, and specialists (e.g., speech therapists, counselors) that develops a shared vision and aligns practices with early childhood standards.

2. Screen and Assess: Use developmentally appropriate screening tools to identify children’s strengths and needs. Tools like the Ages and Stages Questionnaires (ASQ): http://www.bestkc.com/wp-content/uploads/2017/05/3-year-ASQ-ENGLISH.pdf can help assess developmental milestones in areas like communication, motor skills, and social-emotional development.

3. Provide High-Quality Tier 1 Instruction: Provide engaging, play-based learning experiences like storytelling, songs, and hands-on activities to promote growth and build foundational skills in a nurturing environment.

4. Implement Targeted Interventions: Offer  small-group activities tailored to meet the needs of children needing extra support, provide. For instance, a child struggling with expressive language might join a small interactive story time group with a speech therapist.

5. Monitor Progress and Adjust: Regularly collect data through observations, checklists, or informal assessments to track progress. Adjust interventions based on data to ensure children are moving toward developmental goals. Tier one assessments generally occur 2-3 times per year. For children receiving Tier 2 supports, data should be collected more frequently, approximately monthly to evaluate progress and modify approaches. For children receiving intensive Tier 3 interventions, data should be collected even more frequently, ideally weekly, to evaluate the effectiveness of interventions and adjust plans accordingly.

6. Engage Families: Partner with families by asking for their input, sharing progress updates, and offering strategies to reinforce learning at home. Family involvement is critical for consistency and children’s success.

Challenges and Solutions

Implementing MTSS in early childhood settings can be challenging due to  limited resources, staff training needs, or aligning interventions with play-based curricula.

Programs can address these challenges by seeking MTSS professional development, leveraging community partnerships for resources, and integrating interventions into daily routines and activities to provide young children  natural and engaging environments.

Adopting MTSS in early childhood settings creates a proactive, inclusive environment where all children’s needs are addressed early. It promotes collaboration among educators and families, fosters equity by reducing disparities in access to support, and builds a strong foundation for children’s lifelong learning.

Lynne Hall is a research associate at the Indiana Institute on Disability & Community’s Early Childhood Center. She holds a Master of Science in Education and an Indiana instructional teaching license (Early Childhood Education and Services; Elementary/Primary Generalist; Elementary/Intermediate Generalist). She formerly taught preschool in a variety of settings for over 15 years. Her expertise includes early literacy instruction, positive behavior support,  and inclusive preschool classroom practices.

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Email her at hallma@iu.edu