by Judith Carta (Author), Robin Miller Young (Author)
Multi-Tiered Systems of Support (MTSS) is a framework for delivering effective and efficient services and supports to meet the needs of all young children and their families so they can achieve essential developmental and early academic learning outcomes. With this evidence-based planning book and video set, you'll discover how to design, implement, and monitor successful MTSS for children ages 3-5 across various early learning environments, including classrooms, programs, districts, and the state level.
LEARN HOW TO
- assess readiness for systems-level change including modifying existing practices
- employ shared-leadership and Implementation Science (IS) strategies for shifting into MTSS
- set up a successful system of data-based decision making to ensure children (TM)s needs are met
- identify children who need additional supports and provide targeted or intensive interventions
- develop, provide, and evaluate evidence-based primary, secondary and tertiary programming
- provide effective instruction in key areas, including language, early literacy, and social-emotional skills
- use MTSS to meet the needs of dual language learners and children with disabilities
- engage families in designing a MTSS built on their strengths and needs
- scale up MTSS implementation across a state
- evaluate how well your MTSS is working and determine how to make improvements
Filled with the wisdom and research findings of more than 25 experts, this book brings you foundational information about MTSS plus concrete guidance on creating a system to help all learners reach their potential. Practical tools (reproducible and available online) help your team with key steps of MTSS implementation, and 6 videos (available online) enhance your application of important concepts covered in the book.
The ultimate MTSS guide for leaders at all system levels--and a visionary textbook for tomorrow's professionals--this book will help early childhood education professionals usher in big-picture change that will benefit all young learners.
Practical tools and resources
- Six videos (available online) illustrating an Instructional Leadership Team coming to consensus and using Implementation Science to shift into MTSS and application of a 4-step, data-based, decision-making process at the program/school, classroom and individual-child levels
- Language Exposure Evaluation Report
- Self-Assessment of Family Engagement Practices
- Home-School Plan
- Tune-Up Checklist
Author Biography
Judith J. Carta, Ph.D. is a Sr. Scientist in the Institute for LifeSpan Studies, Prof. of Special Ed., and the Interim Director of the Juniper Gardens Children's Project at the University of KS.
Robin Miller Young, Ed.D., NCSP is currently an Asst. Prof. of Early Childhood Ed. at Northern IL University where she prepares future teacher leaders to employ evidence-based practices to identify assets and meet the needs of children and families.
Xigrid Soto is a doctoral candidate in the Dept. of Communication Sciences and Disorders at the University of South FL. Phillip Strain, Ph.D. is Director of the Positive Early Learning Experiences Center at the University of Denver. Alisha Wackerle-Hollman, Ph.D. is an educational psychologist whose research addresses both development of English, Spanish and Hmong early literacy and language measures for preschool age students. Jaclyn D. Joseph, Ph.D., BCBA-D is Executive Director at the Rise School of Denver, CO. Dr. Mary Abbott is a research scientist focusing in areas of literacy instruction, including PK, K-12, and adult literacy instruction and implementation, literacy assessment, RTI/MTSS, and teacher professional development. Katherine Bravo Aguayo is a professional development specialist and sr. research assistant with Dynamic Measurement Group. Lynette K. Chandler taught courses at Northern IL University in early intervention and early childhood special ed. and served as the Program Coordinator for Special Ed. She currently works as a consultant for a variety of EI/ECSE grant-funded projects. Lillian Durán, Ph.D. is currently an Associate Prof. in the Dept. of Special Ed. and Clinical Sciences at the University of OR. Dr. Lise Fox is a Prof. in the Dept. of Child and Family Studies at the University of South FL in Tampa, and is Co-Director of the FL Center for Inclusive Communities: A University Center for Excellence in Developmental Disabilities. Howard Goldstein, Ph.D., CCC-SLP is a nationally known scholar in the field of child language intervention research and the author of 2 books and more than 100 scholarly articles.
Charles Greenwood is a doctoral graduate of the University of Utah, focused on early childhood applications and issues of the MTSS/RTI approach to instruction and services. Dr. Jessica K. Hardy is currently Asst. Prof. in the Dept. of Special Ed. at the University of IL at Urbana-Champaign. Christa D. Haring, Ph.D., CCC-SLPteaches educator preparation courses centered on instructional practices to improve reading skills for students with dyslexia. Mary Louise Hemmeter, Ph.D. is Prof. in the Dept. of Special Ed. at Vanderbilt University. Robin Hojnoski is an Associate Prof. in school psychology at Lehigh University. Ruth A. Kaminski, Ph.D. is Director of R&D for Dynamic Measurement Group. Dr. Lisa L. Knoche is an applied developmental psychologist with expertise in the design, development, and evaluation of early childhood intervention and prevention programs implemented to support healthy development in young children and support family engagement in early learning. Scott R. McConnell, Ph.D. is Prof. of Ed. Psychology and Fesler-Lampert Chair in Urban and Regional Affairs at the University of MN. Dr. Allison J. Metz is a developmental psychologist, Director of the NIRN, and Sr. Implementation Specialist at the Frank Porter Graham Child Development Institute at The University of NC at Chapel Hill. Arnold Olszewski is an Asst. Prof. and SLP in the Dept. of Speech Pathology and Audiology at Miami University. Deanna Pearce Law has served as a school psychologist since 2005 in a number of schools across Canada and in the U.S. Lindsey Peters-Sanders is a doctoral candidate in the Dept. of Communication Sciences and Disorders at the University of South FL. Joy C. Polignano, Ph.D., NCSP currently serves as an early intervention school psychologist in PA. Kelly A. Powell-Smith, Ph.D., NCSP is VP and Associate Director of R&D at Dynamic Measurement Group. Jennifer Schroeder, Ph.D. is a clinical child psychologist with over 15 years of experience consulting to nonprofit, education, government, and philanthropic organizations to improve and sustain effective programs and services for children, youth, and families. Susan M. Sheridan, Ph.D. is Director of the NE Center for CYFS, and a George Holmes University Prof. of Ed. Psychology at the University of NE-Lincoln. Dr. Smith has served as a consultant on state and national early childhood policy, expert witness in right to treatment litigation, prepared and delivered legislative testimony to the Congress as well as state legislatures, and has worked with many parent and professional groups in their state policy efforts.
Number of Pages: 304
Dimensions: 0.6 x 9.9 x 7 IN
Publication Date: September 20, 2018
