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.
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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.
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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.
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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:
- 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.
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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.
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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.
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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.
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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.
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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.
Email her at hallma@iu.edu
All children are unique and learn and develop at their own pace. Universal Design for Learning (UDL) supports all children to meaningfully participate in the classroom by offering multiple means of representation (sharing content), engagement (accommodating different learning styles/preferences), and expression (demonstrating understanding). When applied to early literacy instruction, implementing UDL practices can support and empower all children to develop essential literacy skills. Let’s explore the principles of UDL and how they can be effectively integrated into early childhood settings, particularly early literacy instruction.
Expression refers to the ways in which children can demonstrate their understanding and communicate their thoughts and ideas. UDL encourages providing diverse means of expression, allowing children to express themselves in ways that suit their strengths and preferences. Some children may excel in verbal expression, while others may prefer visual or artistic mediums. By offering alternatives, such as drawing, storytelling, and pretending, UDL enables children to showcase their comprehension and creativity in ways that best align with their abilities. This fosters a sense of confidence and self-expression, encouraging children to actively participate in literacy activities.
The first foundational principle for meeting all children’s needs is Inclusion. The 2009 Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) Joint Position Statement on Early Childhood Inclusion describes Inclusion as embodying the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of
All children are unique. They each have learning differences, learning style preferences and develop at their own pace. Even so, we can support all children to achieve high outcomes by embracing the strengths that exist in the broad range of human experience, including children’s abilities, socio-economic backgrounds, and cultures. An extensive literature review identified 6 foundational principles that provide the necessary infrastructure for implementing effective literacy instruction that supports everyone to be successful. These six principles include:
Kindergarten teachers have weighed in and have shared the skills they think are most important for children just starting formal schooling. It may surprise you to learn that it isn’t recognizing and naming alphabet letters and sounds, colors and numbers or even writing their name. While these can be helpful, kindergarten teachers say that these aren’t the most important skills.
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, equity in early childhood education and inclusive classroom practices.
Yes, we know, vocabulary development is important! But just how important is it? Research tells us that “vocabulary is very important to reading comprehension; readers need to know the meanings of individual words to understand the text as a whole” and “oral language is a predictor of a range of expressive skills beyond comprehension, including putting words together to form grammatically appropriate phrases and sentences and combining words in meaningful ways” (NCECDTL, Oral Language and Vocabulary).
Spring is the perfect time to take early literacy learning into the great outdoors. For our youngest learners, the natural environment offers sensory experiences, exploration, and discovery—all which foster literacy development. Let’s take a closer look at some exciting outdoor activities that enhance early literacy skills while basking in the beauty of spring.
invite children to immerse themselves in books surrounded by nature’s wonders. When possible, make time to join them and encourage interactive reading by asking questions, making connections to the environment, and sparking curiosity about their surroundings.
in garden-themed storytelling sessions.
Modifying outdoor literacy activities for children with identified special needs involves thoughtful consideration of their individual abilities and challenges. For children with physical disabilities, ensure outdoor spaces are accessible, such as providing ramps or smooth pathways. For those with sensory processing issues, offer a variety of sensory experiences like textured materials or calming spaces to enhance engagement. Tailor activities to suit different learning preferences using visual aids, auditory cues, or tactile exploration. Additionally, incorporate repetition and simple, clear instructions to help children with cognitive delays or language difficulties grasp concepts more easily. Above all, foster a supportive and inclusive environment where each child feels valued and encouraged to participate at their own pace so they enjoy outdoor learning experiences.
exploration, imaginative play, and meaningful interactions outdoors, children develop their foundational literacy skills while nurturing a lifelong appreciation for the wonders of nature. So take advantage of spring and provide outdoor literacy adventures that inspire children’s love for reading, writing, and exploring the world around them.
As we know, and research supports, young children’s literacy development is crucial to building a foundation for future language acquisition, communication skills, and later reading success (National Early Literacy Panel [NELP], 2008). Springtime provides a wonderful opportunity to foster children’s literacy skills by offering new experiences and vibrant outdoor settings that can ignite children’s natural curiosity. Let’s explore some some research-based strategies for enhancing young children’s literacy skills in the spring.
Writing and drawing with sidewalk chalk, crayons, or finger paints develops children’s fine motor skills and early writing abilities. Research shows that early writing activities contribute to later reading success by helping children understand the connection between spoken and written language (Puranik & Lonigan, 2011). Encourage children to draw pictures about their spring adventures, to draw and write outside and then narrate their illustrations.
Whether it be naptime or bedtime, reading to young children before they go to sleep fosters several developmental skills, including language acquisition, cognitive growth, and emotional bonding. A consistent rest time reading routine promotes early literacy and strengthens the caregiver-child relationship which supports future learning and well-being. Let’s take a closer look at the benefits of rest time reading and how to establish a rest time reading routine.
Even though we know the benefits of rest time reading, it can be challenging to create a regular rest time reading routine. Here are some effective strategies for establishing a consistent routine:
Engaging young minds by making story time interactive fosters their early literacy and cognitive skills development. Caregivers and educators can significantly enhance language acquisition, imagination, and social skills by making story time interactive. Recent research has found that interactive story time has a positive impact on children’s brain development, imagination, language, and learning. Interactive story telling activities help children become familiar with sounds, words, and language. They also reinforce the value of books and stories which can spark children’s curiosity and promote concentration. Beyond the cognitive benefits, interactive/shared reading experiences also strengthen social, communication, and emotional skills by supporting the bond between caregiver and child.
Making story time an active, reciprocal activity encourages children to participate and learn. Interactive story time involves more than just reading to children. It involves an engaging and participatory experience that fosters early literacy and developmental skills. By incorporating songs, props, active participation, and meaningful interactions, caregivers and educators can significantly enhance the benefits of story time for young children.