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Multi-tiered system of support frameworks for the early childhood classroom
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High quality early care and education programs are a
focus
of research, policy, and education due to the favorable return on investment and the broad impact on
the
workforce (Heckman Equation, n.d.). But the experience alone does not guarantee long term benefits. Studies show that when positive interactions between children and caregivers are rooted in responsive relationships, children experience positive education, health and career outcomes (Hemmeter, Snyder, Fox, & Algina, 2016). A barrier to establishing nurturing relationships develops when young children struggle to learn or demonstrate challenging behaviors and when teachers are unsure of how to help them. Programs that utilize a multi-tiered system of support (MTSS) are better equipped to intervene early and get children back on track with their peers. A MTSS is defined as "a whole-school data-driven framework for improving learning outcomes for ALL students delivered through a continuum of evidence-based practices and systems" (Carter & Young, 2019, p.3).
In their book,
Multi-tiered Systems of Support for Young Children: Driving Change in
Early Education (2019), Judith Carter and Robin Young guide readers through the use of Implementation Science to establish a tiered framework in their early care and education program. The book highlights the system level components necessary for schools and programs to efficiently intervene and effectively improve outcomes for young children. These components include a layered continuum of supports, evidence-based practices, an emphasis on fidelity, universal screening and progress monitoring, data-based decision making process, shared leadership, and school, family and community partnering (Carter & Young, 2019).
In the later chapters of the book, the authors unpack evidence-based tiered frameworks commonly implemented in early childhood programs. The two examples discussed are the Pyramid Model and Blended Practices. Both frameworks can be used in classrooms of young children with and without disabilities to promote social emotional competencies and a continuum of tiered support. Additional information and resources to support the use of Pyramid Model practices can be found on the website at the National Center for Pyramid Model Innovations www.challengingbehavior.org. Carter and Young's book and Blended Practices by Jennifer Grisham Brown, Mary Louise Hemmeter, and Kristie Pretti-Frontczak can be checked out from the
T/TAC at VCU lending library
by following this link
https://opac.libraryworld.com/opac/home.php.
References
Carter, J. & Young, R.M. (2019). Multi-tiered systems of support for young children: Driving change in early education. Baltimore, MD: Paul H. Brookes Publishing Co.
Heckman Equation. (n.d.). 13% ROI research toolkit. Retrieved from
https://heckmanequation.org/resource/13-roi-toolbox/
Hemmeter, M.L., Snyder, P.A., Fox, & L., Algina, J. (2016). Evaluating the implementation of the pyramid model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education, 36(3), 133-46.
For more information, contact Mary Tobin (
metobin@vcu.edu
), Program Specialist, T/TAC at VCU.
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Word recognition: The four-part processing model
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The Four-Part Processing Model reminds us that instruction should aim to educate all of the processing systems and enable them to work together. Fluent reading is a complex, sophisticated mental activity dependent on specialized learned capacities imposed on specific circuits in the language and visual areas of the brain. This model is useful because it suggests the various ways in which reading problems might develop and why reading instruction should deliberately target several kinds of skills. Together the processing systems and their connecting pathways form a "vast brain circuit" that is transformed as we learn to read and that supports our miraculous ability to translate print into speech with accuracy, fluency, and comprehension (Moates & Tolman, 2019). Here is an explanation of the four processing systems:
- The phonological processing system enables us to perceive, remember, interpret, and produce the speech-sound system of our own language and learn the sounds of other languages.
- The orthographic processing system consists of several functions related to recognition and recall of written language symbols. After the squiggles, curves, and lines of letter shapes are recognized, information is transmitted to and recorded within a nearby area
called the "brain's letterbox". (Moates & Tolman, 2019) The size, style, and case of print are not major factors in word recognition once a reader knows letters and letter-sound relationships.
- The meaning processing system interprets the meaning of words in and out of context. It is structured according to several organizational features such as synonym
relationships, roots and other morphemes, spelling patterns, common meaning associations, and connotations.
- Last, but not least, the context processing system interacts with and provides support for the meaning processor. Context may help readers find or determine a word's meaning, realize how each word is typically used in English, resolve confusion with multiple meaning words, catch decoding errors, and cause readers to reread for clarity.
The Four-Part Processing Model shows why recognition and fast processing of sounds, letter patterns, and morphemes-as well as word meanings, language comprehension, and background knowledge-are all important components of skilled reading.
References
Moats, L., & Tolman, C. (2019). LETRS (3rd ed.). Dallas, Texas: Voyager Sopris Learning.
For more information, contact Diane Lewis (dplewis@vcu.edu), Program Specialist, T/TAC at VCU.
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Making the case to revisit formative assessments
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How often do teachers give an exit ticket, poll the class, or do a drill exercise to check
for student understanding as a part of the daily lesson? Quite often, you would imagine. How
often do those same teachers move on without using the valuable
information gathered from those activities? When we think of formatively assessing students,
the truth is most teachers are probably incorporating them into their daily lessons. So, it is not
if teachers are giving formative assessments, it is how they are using them that
becomes most important. In an article by Carol Ann Tomlinson (2014) entitled "The Bridge
Between Today's Lesson and Tomorrow's," formative assessments are described as "an
ongoing exchange between a teacher and his or her students designed to help students grow as
vigorously as possible" (p. 10). Below are three benefits of formative assessments when they
are utilized effectively.
1. Helps students create positive attitudes toward assessments
Test anxiety is a real influence. According to Tomlinson (2014), "students often feel that
assessment equals test equals grade equals judgment" (p. 10). It is important that teachers
provide the opportunity for students to feel safe making mistakes. This feeling of safety can be
accomplished by not recording every assessment in the gradebook; instead, using them as a
way to make improvements.
2. Provides students opportunities to be self-reflective
Most students want to do well academically and believe it or not, students care what
teachers think of them and their work. When teachers provide students with constructive
feedback in a timely manner, it gives teachers an opportunity to share what they think of their
students' performance, and most importantly promotes student introspection and buy-in
(Tomlinson, 2014, p. 12).
3. Helps to inform lessons in real-time
Dylan Wiliam (2011) shares the following:
"An assessment functions formatively to the extent that evidence about student
achievement is elicited, interpreted, and used by teachers, learners, or their peers to
make decisions about the next steps in instruction that are likely to be better, or better
founded, than the decisions they would have made in the absence of that evidence" (p.
43).
When formative assessments are used effectively, they shed light on where students are
and help teachers to make immediate decisions in order to improve student learning as
opposed to waiting until the cumulative and/or summative assessment days or weeks later.
Consider revisiting your formative assessment practices and check out the following resources
in the TTAC lending library at VCU to help with those efforts:
- Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press. (available for book study)
- Fisher, D., & Frey, N. (2014). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
References
Tomlinson, C.A. (2014). The bridge between today's lesson and tomorrow's. Educational
Leadership, 71(6), 10-14.
Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.
For more information, contact Crystal Bell (bellcr@vcu.edu), Program Specialist, T/TAC at VCU.
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Backward design: Planning with the end in sight
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There are many important considerations for teachers to keep in mind while creating lesson plans, such as the standards, instructional strategies, technology, accommodations, modifications, and specially designed instruction. In view of these topics, many teachers plan how to teach the content, develop assessments based on the activities, and then, connect to intended goals. Backward Design begins with planning for the end result of
lesson/course goals.
In other words, determining what teachers want their students to accomplish at the finish and
how students will show learning has occurred (Kurt, 2016). Essentially, once goals are
established, teachers consider how students will be assessed before determining how to
instruct the content.
Understanding by Design by Grant Wiggins and Jay McTighe (2005) provides guidance for
designing course and content units using the Backward Design model, which consists of three
parts:
- Identify desired outcomes: In establishing course goals, it is important to know what students are expected to learn and what they are capable of doing. It is helpful to refer to Bloom's taxonomy for help in organizing goals and developing meaningful assessments (Kurt, 2016). Remembering, understanding, applying, analyzing, creating, and evaluating are skills that demonstrate lower to higher order thinking. In addition, teachers decide the goals that are most important and worthwhile for students to learn in order for lessons to be structured to assist students in achieving those goals (Kurt,2016).
- Determine acceptable evidence: All teachers test, but the best teachers assess on a daily basis to inform instruction. Assessments include, but are not limited to, formative (e.g., questions and answers, exit tickets, warm-ups, mini-quizzes) and summative (e.g., midterms, finals, standardized tests) assessments. Teachers have the flexibility to determine the assessments that most closely meet the desired outcome of the selected goals. Other means of assessment, such as portfolios and debates, encourage higher order thinking through analysis and evaluation.
- Plan learning experiences: Time to plan! After defining goals and determining how to evaluate students' progress, it is time to plan instructional strategies that address the unique needs of students in the course. Use strategies that align with selected goals to create a memorable learning experience based on collaboration and active participation.
Backward Design framework focuses on student learning and offers teachers the freedom to determine outcomes while structuring the learning process goals (Kurt, 2016).
Resource
Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
Reference
Kurt, S. (2016). Backward design. Retrieved from https://educationaltechnology.net/backward-
design-understanding-by-design/
For more information, contact Mary Addeo (mjaddeo@vcu.edu), Program Specialist, T/TAC at VCU.
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