A key feature of MTSS is the hierarchy of tiered levels of support that are matched to children’s needs. Matching support means a child may receive a different level of intervention for different outcomes. For example, a child’s needs may be met for mathematics and social/emotional behavior through the core curriculum (Tier 1), but that child may need intervention (Tier 2 or 3) for literacy.

Movement across tiers should be a fluid process. A child may change their need for a specific tier of intervention at any point in their learning and support should be quickly adjusted.

Children needing Tier 2/3 support are typically identified using decision rules determined by the Universal Screening Assessment. Interventions are designed for students not meeting benchmarks in core areas using evidence-based approaches. MTSS frameworks typically differentiate Tier 2 and Tier 3 based on intensity of the needed intervention, with Tier 2 being less intense than Tier 3.

Regardless of tier, the goal of intervention is to increase the intensity and opportunity for instruction over and above the core curriculum. Increased intensity and support can be provided using a variety of practices appropriate for young children, including small group instruction, embedded learning opportunities, intentionally designed learning centers, and/or individual instruction. Research continues to grow related to the development of tiered service models for use in early childhood programs and specific interventions are being identified.

General Tiers 2/3 Resources

Title	Resource Category	Description
Evidence-base Practice Self-Assessment Tool	Self-assessment tool	Designed to help professionals consider the extent to which they embrace the core tenants of evidence-based practice and to identify the organization’s strengths and areas to improve.
Got Evidence - An Animated Video with Some Questions and Answers about Evidence-Based Practices in Early Childhood	Video (6:31)	From the National Center for Systemic Improvement, this animated video provides questions and answers about evidence-based practices in early childhood.
Developing Assessment Capable Learners (DACL)	Training module	Part of the Missouri District Continuous Improvement Framework, this training module can be useful in helping teachers understand the practices associated with assessment capable learners. This module can also be found in the Missouri Virtual Learning Platform (MVLP).

Literacy

Title	Resource Category	Description
Examining Language and Literacy: Evidence-Based Practices	Video (50:26)	Discusses evidence-based practices to improve language and literacy outcomes for preschool-age children.
Pre-K Literacy Intervention Resources	Document	From the Kansas MTSS Project this document outlines some instructional ideas to support all tiers of instruction in early literacy.

Mathematics

Title	Resource Category	Description
Pre-K Math Intervention Resources	Document	From the Kansas MTSS Project this document outlines some instructional ideas to support all tiers of instruction in early mathematics.

Social/Emotional Behavior

Title	Resource Category	Description
Pre-K SEL Intervention Resources	Document	From the Kansas MTSS Project this document outlines some instructional ideas to support all tiers of instruction in social/ emotional learning.