Multi-Tiered System of Support Framework in Early Childhood: Description and Implications Revised Position Statement (2019) Field Survey

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Please rate how well the revised MTSS paper accomplished the following goals.

Provides additional information on implementation of multi-tiered framework

	1	2	3	4	5

1 is Not Well, 5 is Very Well

Clarifies the definition of multi-tiered framework

	1	2	3	4	5

1 is Not Well, 5 is Very Well

Examines discrepancies between the theoretical and conceptual presentation of multi-tiered framework and applied practice

	1	2	3	4	5

1 is Not Well, 5 is Very Well

Addresses misconceptions about terms and practices as they apply to RTI and/or multi-tired framework

	1	2	3	4	5

1 is Not Well, 5 is Very Well

Provides information about its utility across ages (infancy, toddlerhood, preschool, AND early elementary)

	1	2	3	4	5

1 is Not Well, 5 is Very Well

Clarifies the focus of tiered framework (early literacy and language, early mathematics, social-emotional competence, challenging behavior)

	1	2	3	4	5

1 is Not Well, 5 is Very Well

How much do you agree that the revised MTSS paper provides context and sufficient examples about what Tier 1, 2, and/or 3 supports/interventions look like for young children?

	1	2	3	4	5

1 is Highly Disagree, 5 is Highly Agree

How realistic (given time, policy, or resource constraints) would it be for you to implement the suggestions provided in this paper in your classroom, building, or district?

	1	2	3	4	5

1 is Impossible, 5 is Effortless

The revised MTSS paper suggests that applying the principles of MTSS should occur across all developmental and content areas. How well do you feel this idea adheres to recommended practices for working with young children?

	1	2	3	4	5

1 is Not Well, 5 is Very Well

Why or why not?

The revised MTSS paper suggests that progress monitoring data should guide changes in the level of intervention and/or the outcomes being taught. Do you believe this is an appropriate way to consider MTSS?

Why or why not?

Universal screening is broadly defined as using some type of assessment to make decisions about which child/children need additional support and on what skill/outcome.

Two types of measures are suggested: curriculum-based measures that assess a single construct (e.g., alphabet knowledge) or a curriculum-based assessment that assesses all areas of development.

Should other methods for conducting universal screening be considered?

Why or why not? Please list additional approaches that could be included.

Are both approaches (curriculum-based measures and assessments) useable for people who work with young children birth to 8?

Why or why not?

Are you a current writing group or advisory group member? (If you are unsure, please select "I am not a group member".)

Please enter your name and email to verify group membership.

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Writing Group Questions

Is there something missing?

Is there something that can be removed to streamline and make the paper more usable?

Is there something you disagree with?

Is there something that is key that you recommend making sure remains in the final draft?

Advisory Group Questions

What is your feeling on length overall?

Do you have suggestions for supplemental products/resources that DEC should consider generating on this topic but not included in the paper?

What are your thoughts on the copy and figure included in the paper?