Strategies for Matching Tiered Teaching

Main Content

• Intervention strategies—universal, focused, and specialized supports—with young children’s individual needs.

• Instructions on collecting progress monitoring data at each teaching/intervention tier.

• Evidence-based strategies for teaching specific developmental skills within 18 typical routines and activities, such as:

  • Meals & Snacks
  • Diapering, Toileting, & Handwashing
  • Dramatic Play
  • Circle Time
  • Science

• Collect assessment data with a continuous, seamless test for birth to 6 years.

• Link assessment data to a tiered curriculum organized around 18 routines and activities.

• Track and support emerging skills, where real growth and development happen.

• Strengthen preacademic skills, including the critical areas of early literacy and math.

• Check for school readiness with a shorter measure called Ready-Set.

• Actively involve families with handouts to support engagement, forms to collect information about child skills, and reports to share results.

• Streamline reporting and data management with cultural context; this expertly organized curriculum is an essential part of the comprehensive, linked AEPS-3 system.

Curriculum Foundations and Framework

The AEPS-3 Curriculum is grounded in contemporary early childhood developmental theory and recommended practices in early intervention and early childhood special education (EI/ECSE). It is specifically designed to be used as part of a multi-tiered system of support.

Three Interrelated Themes

1. MTSS—The curriculum is organized as a multi-tiered system of support (MTSS) that provides specific strategies to meet the developmental needs of every child.
2. Blended Practices—It blends theory, strategies, and practices from early childhood education and early childhood special education (ECE/ECSE).
3. Activity-Based Intervention (ABI)—It employs activity-based intervention (ABI) in naturally occurring routines and activities.

Curriculum Content

• Collect initial assessment information to establish children’s developmental skills.
• Use assessment data for instructional decisions.
• Teach skills embedded within regularly occurring routines and activities.
• Monitor progress using the AEPS-3 Test to evaluate outcomes.

Math at the Ready Level

Key Aspects:

• Early math skills are essential for building a strong foundation for school readiness.
• Skills taught include counting, comparing quantities, and early addition and subtraction.

Concurrent Skills to Embed in Math Activities:

• Fine Motor Skills: Holds a writing tool using a three-finger grasp.
• Gross Motor Skills: Hops forward on one foot.
• Social-Emotional Skills: Explains or shows how to do mastered tasks.

Universal Strategies for Math:

• Use throughout the day to capitalize on teachable moments. Examples:
  • Use math talk during free play time.
  • Plan daily math activities in a math center.

Focused Strategies: For children needing extra help to catch up.

• Minor adaptations to routines to meet targeted outcomes.
• Use manipulatives or counting sets meaningful to children.
• Partner struggling children with proficient peers.

This content outlines ways educators can use structured curriculum methods to support the development of children in early childhood settings.