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SOCIALLY AND ACADEMICALLY READY FOR KINDERGARTEN: IMPLEMENTING MTSS IN 

PRESCHOOLLise Fox,

Jolenea Ferro,and 

Denise Perez BinderThe University of South Florida

Objectives� Issues with MTSS in Preschool� Tools used to implement MTSS in Preschool� Implementation supports to ensure fidelity

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MTSSMTSS is a framework to ensure successful education outcomes for ALL students by using a data‐based problem solving process to provide, and evaluate the effectiveness of multiple tiers of integrated academic, behavior, and social‐emotional instruction/intervention supports matched to student need in alignment with educational standards.

A Collaborative Partnership Between Florida’s Problem Solving/Response to Intervention Project, Florida’s Positive Behavior Support Project, and the Florida Department of Education

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & Supports

The most intense instruction and intervention based on individual student need, in addition to and

aligned with Tier 1 & 2 academic and behaviorinstruction and supports.

Tier 2: Targeted, Supplemental Interventions & Supports

More targeted instruction/intervention and supplemental support, in addition to and aligned with the core academic

and behavior curriculum.

Tier 1: Core, Universal Instruction & Supports

General academic and behavior instruction and support provided to all students in all settings.

Multi‐Tiered System of Supports 

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Data Evaluation

Problem Solving Process

Multiple Tiers of Instruction & Intervention

Leadership

Capacity Building Infrastructure

Communication & Collaboration

School‐Wide Multi‐Tiered System of Supports(Components)

A Collaborative Partnership Between Florida’s Problem Solving/Response to Intervention Project, Florida’s Positive Behavior Support Project, and the Florida Department of Education

We are talking about babies…� Developmental ages from birth to 

5 years� Limited understanding and 

expression� Moving from solitary play to social 

play� Moving from object exploration to 

representation– Implications for guidance, corrective feedback, classroom management, instruction

Fox, 2014

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It’s about play…� Instruction is embedded within play, routine activities, and small group activities� Major focus is to facilitate peer social interaction and concept development� Instructional activities are brief and concrete

– How social and academic skills are taught, the concepts of rules and expectations

Fox, 2014

All Tiers Are Implemented In The Classroom

� Building relationships� Environmental cues� Structured transitions� Engaging all learners� Teaching expectations and rules� Differentiating instruction� Progress monitoring and data 

collection� Positive, descriptive feedback

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Preschool Teachers� Have very little training in behavior� Have limited experience in progress monitoring and data decision‐making

� Lack training in individualized, systematic instruction� Have limited to no experience with teaming

– Intensity and frequency of training and technical assistance

–Need for classroom practice‐based coaching

Fox, 2014

Practice‐Based Coaching* FRAMEWORK

from the National Center for Quality Teaching and Learning, 2012http://eclkc.ohs.acf.hhs.gov/hslc/tta‐system/teaching/center/development/coaching.html

Evidence-Based

Practices

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Developmentally Appropriate Practice

� Informed by knowledge of child development� Informed by knowledge of each individual child and what that child might need� Informed by the social and cultural contexts in which children live

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

TEAM-BASEDIMPLEMENTATION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

CORE FEATURESMTSS/PBIS

From: Bradley, Goodman, McGiboney, & Sugai, 2015

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RECOMMENDATIONS & PROMISING PRACTICES

Full integration of Pre‐K into School‐wide MTSS

� Support at all levels– District supports and values integration – School Administration support

�Principal and MTSS Team�Pre‐K teachers and supervisors

– Pre‐K inclusion on SW PBS teams– Policies– Goals

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Full Integration� EC Tools used to supplement School‐wide tools – Tier 1 implementation and fidelity tools 

�BoQ EC Supplement�Action Plan�Ongoing Review – yearly evaluation

– Behavioral data�Identify what and how to collect�Access to data and graphs

Full Integration

� Professional development – Tier I SW system– Tier I EC systems– Practice‐based coaching

� Data‐based decision making and systemic support– Behavior– Academic 

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Social Emotional 

Tier Three:  Individualized Positive Behavior Support, Prevent‐Teach‐Reinforce Young Children (PTR‐YC)

Progress monitoring: PTR‐YC Rating Scale, BIR, Interval or Frequency Recording

Tier Two:  First Steps, BEST in Class, Systematic InstructionInstructional goals:  SEAM, AEPS, TS‐Gold, Early Learning 

StandardsProgress Monitoring:  Behavior Rating (e.g., Direct Behavior 

Rating), BIR,  interval or frequency recording

Expectations/RulesUniversal Social Emotional Curriculum

Screening:  ASQ‐SE, SSIS, BIRProgress Monitoring:  Curriculum Embedded (e.g., TS‐

Gold); Behavior Incident Reporting (BIR)

Early Literacy

Tier Three:  Systematic Instruction, Ready Reading (in press) 

Progress monitoring: Curriculum Embedded (e.g., TS‐Gold); mCLASS: CIRCLE; My IGDI

Tier Two:  Story Friends (vocabulary), PAths to Literacy (phonological awareness), Read it Again Pre‐K

Progress Monitoring: Curriculum Embedded (e.g., TS‐Gold); mCLASS: CIRCLE; My IGDI

Universal Literacy Curriculum Screening:  Preschool Early Learning Inventory, myIGDIProgress Monitoring:  Curriculum Embedded (e.g., TS‐

Gold); mCLASS: CIRCLE; My IGDI; ProLADR (multi‐domain)

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Implementing a Strong Tiered System� Tier 1

– Include pre‐K data in Tier 1 team meetings�Behavioral reporting system at Tier I level �Data summaries (behavior, classroom, individual student)

�Academic outcome data

– Address challenges– Monitor fidelity of implementation

Implementation� Tier 2

– Include Pre‐K in Tier II and III team meetings�Decision rules and sources of data modified for EC

– Integrate Pre‐K with S‐W Tier II academic and behavioral supports � Identify Tier II supports in school system� Identify those applicable to EC� Identify other EC Tier II interventions to add to supports*

� Progress monitoring//outcome data

� Fidelity monitoring

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Implementation� Tier 3

– Clear process for referral– Staff who know appropriate Tier III interventions for Pre‐K children 

– Timely development of intervention plan that is monitored

– Teacher training and coaching support to implement intervention plan

Thank You

� Lise Fox – lisefox@usf.edu� Jolenea Ferro – jbferro@usf.edu� Denise Binder – dbinder@usf.edu