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Vermont Early Childhood
MTSS
Pat Mueller, VT SPDG
School Basedand
School Operated
School Districts
/LEA
Public PreK Partnerships
Head Start
Private Preschool and Childcare
Family Childcare
Non-regulated/informal Childcare
Licensed Childcare Private and Non-profit
Home
Early MulTi-Tiered System of Supports (MTSS) Inclusion Goals
• To provide High Quality Inclusion for young Children with Disabilities
• To enhance practitioner knowledge and use of EBPs & DEC Recommended Practices to support inclusion
• To provide systems design to ensure program wide implementation and sustainability of EBPs
• To increase LEAs capacity to offer a full continuum of educational placement options
• To build a sustainable statewide system of high quality inclusive learning environments for each and every child
1. Strong System Support Functioning Leadership Team
Staff Commitment
Supportive Systems
2. Partnership & Collaboration Family Partnership
Early Childhood Community Based Partners
Transition (including K-3 transition)
3. Well-Designed Professional Development Identification of Staff need
Provision of Professional Development Supports
Assessment of Learning and Implementation
4. Provision of High Quality & Responsive Learning Environments Social and Emotional Confidence and
Competence
Early Learning (Literacy) Confidence and Competence
Early Learning (Numeracy) Confidence and Competence
5. Comprehensive & Functional Assessment system Effective Problem Solving Process
Data-Based Decision Making
Promotes Ongoing Improvement
5 Key Components of Early MTSSSystems Building
Systems Inventory
Used by programs to assess progress so that Early MTSS initiatives are implemented with fidelity, sustainable and benefit children and families
Grounded in the science of implementation
Bridges gap between evidence based practices (EBP) and high fidelity implementation of practice
Goal Setting Tool for Professional Development
Early MTSS Systems Inventory
Critical Element:
Well Designed Professional Development
Systemic Support Partnerships Professional Development Learning Environment Assessment 0.00
0.50
1.00
1.50
2.00
2.50
Program Inventory Summary Data
Jan. 2014 Jan. 2015
Goal Setting
1. Identifying Areas for Improvement
2. Considering Evidence
3. Developing an Answerable Question
4. Making a Decision
5. Monitoring and Evaluating Progress
9
http://community.fpg.unc.edu/
http://community.fpg.unc.edu/connect-modules/instructor-community/module-1/Training-Module-on-Early-Childhood-Inclusion
Early MTSS Goal Setting Tool includes 5 Step Learning Cycle
Early MTSS K-12 MTSS Strong System Support
– Functioning Leadership Team – Staff Commitment – Supportive Systems
A Systemic and Comprehensive Approach – Strong leadership at all levels of
system – Assessment and allocation of
resources – Build on existing strengths and
examine areas for growth Partnership & Collaboration
– Family Partnership – Early Childhood Community
Based Partners – Transition (including K-3
transition)
Effective Collaboration – Clear mission and vision – High expectations for all – Value interchange of ideas – Accept a collective responsibility for
student learning
Provision of High Quality & Responsive Learning Environments
– Social and Emotional Confidence and Competence
– Early Learning (Literacy) Confidence and Competence
– Early Learning (Numeracy) Confidence and Competence
High Quality Instruction
– Muli-tiered instructional approach – Standards based outcomes – Responsive decision making – Access and quality for all
Comprehensive & Functional Assessment system
– Effective Problem Solving Process
– Data-Based Decision Making – Promotes Ongoing Improvement
Balanced and Comprehensive Assessment – Well-designed balance assessment – Tools and processes to address various
purposes (planning, support learning, monitor learning, verify learning, and investigate cause of learning difficulties
Well-Designed Professional Development – Identification of Staff need – Provision of Professional
Development Supports – Assessment of Learning and
Implementation
Expertise (Well Designed Professional Learning) – Occurs within learning communities – Requires skillful leaders to develop
capacity, advocate and create support systems for prof learning
– Integrates theories, research and models of learning to achieve desired outcomes
Vermont Multi-Tiered System of Supports
Early MTSS and K-12 MTSS Comparison
Early ChildhoodClassroom, Teachers, Home- Visitors, Children and Families
SU and /orLocal Early Childhood ProgramLeadership Team
REGIONALEarly Childhood Council
STATE TeamAOE/ RTT-ELC
Feedback Loops
Providing feedback and data on im
plementation
Support Loops
Providing supports fo
r effe
ctive
practices im
plemented with fid
elity.
Feedback Loops
Providing feedback and data on im
plementation
Support Loops
Providing supports fo
r effe
ctive
practices im
plemented with fid
elity.
RegionalBBF Council • Designat
es member as internal systems coach
• Develops Regional Systems Inventory
State
• Early MTSS Co-coordinators
• Cadre of Trainers, Coaches
• Contract with nat’l experts
• Data Analysis and Continuous Improvement
Program
• Leadership Team
• Designates Internal coach
• Receive Training
• Receives external coach
• Early MTSS Systems Inventory
Classroom
• All staff receive training on EBPs • Coach supports practice • Coach conducts pre and post via TPOT & ICP
• Administrator, teaching staff, parent, special educator
• Early MTSS Agreement *• Ensures sustainability of practice
Leadership Team
•State Cadre of Systems Coaches receive intensive and ongoing training
•Supports completion of systems inventory•Supports development and follow through of systems implementation plan
•Collects, analyzes and reports pre/post data
External Systems Coach
•State Cadre of Practice Coaches receive intensive and ongoing training in Practice Based Coaching training and community of practice support
•Supports teaching staff EBPs•Completes TPOT and Inclusive Classroom Profile as pre and post data•Dialogue with admin and staff to develop action plan•Supports implementation of Pyramid Model EBP and ICP action plan
Practice-basedCoach
•All staff and admin (ownership)•Receive train-coach-train PD • Internal coaches•Materials and resources to share with families•Strategies to include families
Cohort Site
•Program wide Systems Inventory•TPOT • ICP•SSIS•Building family partnerships
EvaluationFidelity Measures
15
Children receive IEP services outside of their Preschool classroom. (hallway, therapy room, etc.)
IEP services are provided In classrooms. Service providers are itinerant.
Service Providers, classroom teachers and support staff plan intentional interventions. Instruction is embedded in daily routines and the curriculum.
All children have access to high quality early learning environments and all providers support all children.
