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The statement highlights whole-child development across infants, toddlers, and preschool, clarifies principles for instruction and teaming, and addresses misconceptions arising from varied implementation across ages and settings.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/position-statement-on-multitiered-system-of-support-framework-in-early-childhood/583869/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/position-statement-on-multitiered-system-of-support-framework-in-early-childhood/583869.png","ImageObject",300,407,{"name":42,"@type":43},"Connor ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the revised early childhood MTSS position statement?","Question",{"text":63,"@type":64},"It defines an early childhood MTSS framework and promotes broader understanding of implications for young children, families, and the people who serve them.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does an early childhood MTSS framework support all young children?",{"text":68,"@type":64},"It provides differentiated support through integrated assessment and intervention so needs are addressed regardless of ability, eligibility status, cultural and linguistic background, or socioeconomic status.",{"name":70,"@type":61,"acceptedAnswer":71},"What are key expectations for instruction and intervention under MTSS?",{"text":72,"@type":64},"All children receive access to high-quality general education and meaningful interactions; instruction targets academic, social-emotional, and other developmental goals; and intervention intensity is matched to needs using collaborative teams and evidence-based practices monitored with explicit decision rules.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583869,1792209555,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Position Statement on Multitiered System of Support Framework in Early Childhood  \nMultitiered System of Support Framework in Early Childhood: Description and Implications  \nDivision for Early Childhood (DEC)  \nRevised Position Statement 2021  \nPurpose   \nThis position statement has been developed by the Division for Early Childhood of the Council for Exceptional Children. The purpose of the revised statement is to define an early childhood multitiered system of support (MTSS) framework and to promote a broader understanding and discussion of the implications for young children, their families, and those who serve them.  \n Terminology   \nThroughout the position statement, broad definitions of young children and early childhood are  \nused. We recognize that many public schools and agencies have existing definitions of an  \nMTSS framework for young children from prekindergarten to third grade, and there are  \nemerging models for children who are birth to 3 years old. This means that at times there may  \nbe misalignment between current practice and the definitions and recommendations provided.  \nThe hope is to reconcile these differences and ensure a more developmentally appropriate  \napproach to tiered instruction across ages and grades.  \nAs with any complex and dynamic construct, nuances in the day-to-day application of key practices will emerge as they are implemented for children of different ages, from different cultures and language groups, and in different service delivery settings. To the extent possible, commonalities for conceptualizing and implementing an MTSS framework for young children  \nserved in a variety of contexts is emphasized.  \nAn MTSS Framework in Early Care and Education   \nDefinition of an Early Childhood MTSS Framework  \nIn early care and education, an MTSS framework is a way to provide high-quality teaching and  \nresponsive caregiving through the delivery of differentiated support for all young children. In an  \nearly childhood MTSS framework, the needs of every child, regardless of ability, eligibility  \nstatus, cultural and linguistic background, or socioeconomic status, are addressed by integrating  \nassessment and intervention within a multilevel framework to maximize outcomes. MTSS may  \nbe likened to a tapestry with common threads of prevention science, tiered decision-making,  \nintegrated learning supports, implementation science, effective teaming practices, and data  \nbased problem-solving.  \nThese core principles serve as the foundation for a contemporary view of MTSS frameworks in early childhood:  \n1. All children can learn and achieve when they are provided with a high-quality general education curriculum, services, and supports to match their needs.  \n2. All children should have access to the general curriculum and all teachers, assistants, and specialists should be actively engaged in meaningful interactions with children throughout the day.  \n3. Instruction should focus on academic, social-emotional, and other developmental goals.  \n4. Children showing signs of delay should be identified as early as possible and provided with a level of instructional intensity to match their needs.  \n5. Interventions to address children’s needs should be designed by collaborative teams that include parents, administrators, teachers, and other specialists; guided by child and family data; and informed by evidence-based practices.  \n6. Children’s responses to intervention should be continuously monitored, and explicit databased decision rules should be in place for making adjustments in intervention.  \n7. All interventions should be based on evidence-based practices implemented with fidelity (Adapted from Carta & Young, 2019) .  \nIn addition, effective early care and education interventions and services require a focus on the whole child. Meaning, there is acceptance and research to support that different areas of development and learning are interrelated and interdependent (National Academies Press [NAP]","cbCaiv1LUwvmQEyA","https://ap.wps.com/l/cbCaiv1LUwvmQEyA","pdf",735225,23,"English","# Purpose\n# Terminology\n# An MTSS Framework in Early Care and Education\n## Definition of an Early Childhood MTSS Framework\n## Core Principles\n## Whole-Child Focus\n## Implementation Goals and Support Hierarchy\n# Misconceptions","[{\"question\":\"What is the purpose of the revised early childhood MTSS position statement?\",\"answer\":\"It defines an early childhood MTSS framework and promotes broader understanding of implications for young children, families, and the people who serve them.\"},{\"question\":\"How does an early childhood MTSS framework support all young children?\",\"answer\":\"It provides differentiated support through integrated assessment and intervention so needs are addressed regardless of ability, eligibility status, cultural and linguistic background, or socioeconomic status.\"},{\"question\":\"What are key expectations for instruction and intervention under MTSS?\",\"answer\":\"All children receive access to high-quality general education and meaningful interactions; instruction targets academic, social-emotional, and other developmental goals; and intervention intensity is matched to needs using collaborative teams and evidence-based practices monitored with explicit decision rules.\"}]","Position Statement on Multitiered System of Support Framework in Early Childhood | PDF",1792048786,58]