The Multi Tiered System Of Support Essay

Author note: This paper was prepared for the American Federation of Teachers by Louisa C. Moats, project director, Washington D.C. site of the National Institute of Child Health and Human Development (NICHD) Early Interventions Project, and clinical associate professor of pediatrics, University of Texas, Houston, Health Sciences Center. Her work is supported in part by grant HD30995, “Early Interventions for Children with Reading Problems,”

The research finds that participants with the lowest initial skills are the most beneficial from public Head Start programs. But this study also states that Head Start program has lots of limitation. At the beginning of this research paper, the author introduces the history and definition of Head Start program and its main purpose. He states, “The federal Head Start program is the largest early childhood education initiative in the United States, giving matching grants to preschool centers that provide parent training, early education, and health services to poor children and their families” (Healy, 2015, para. 1). As the author emphasis, the Head Start program is not suitable for all children but only offers to children from the low-income families. There are still many families left who need the public

Wilson, Faggella-Luby, & Wei (2013) present a cogent plan for Tier 3 Response to Intervention (RTI) for secondary students with reading disabilities, content, and pedagogy planning tools, content instruction, and instructional method implementation. Both research application lacks concerning Tier 3 RTI in high schools (Wilson et. al). RTI is curriculum that addresses the learning needs of all students that also includes screening and monitoring progress. Continuing, Wilson et. al define Tier 1 RTI, core curriculum for all students serving the needs of 80% of students, Tier 2 RTI, small group instructional intervention, serving the needs of 15% of students, and Tier 3 RTI, an intense one to one intervention for students who continue to struggle beyond Tiers 1 and 2, serving 5% of students. Wilson et al. provides information the reader needs to understand in the article without clutter, expressing their writing with economy (Zinsser, 2013). The article is unified in theme, gives enough information without giving too much, and follows a clear progression (Zinsser). “More simple, than complex” (Henson, 1999, p. 58), Wilson et. al’s article is an example of good writing.

Early childhood education is crucial for success in the formalized education system. Many children born into lower income communities do not obtain this advantage. According to Kozol, simply based off accident of birth a child will lead completely different educational lives (2005). For example, a white toddler in an upper middle class neighborhood might attend a prestigious educational preliminary kindergarten. These respected early education schools are often referred to as “baby ivies” (Kozol, 2005). The child participates in pre-numeracy skills along with pre-writing skills. Conversely, a child of minority descent living in an underprivileged neighborhood may not initiate school until they are five years old. In the three previous years a

Statement of Issue: Many minority children and children from low-income families enter kindergarten without the academic skills they need to succeed. Math and reading abilities at kindergarten entry are powerful predictors of later school success. Research shows kids who start school already behind are unlikely to ever get caught up to standards. Hispanic and African American children are anywhere from 7 to 12 months behind in reading and 9 to 10 months behind on math when they enter kindergarten. Access remains extremely low to high-quality early education do to a couple of problems. First, rates of access to early education vary widely as a function of children’s socioeconomic backgrounds. Secondly, the quality of most early education programs is not high enough to substantially improve academic readiness. Considering the tremendous potential for high-quality preschool to improve children’s outcomes, this policy brief will consider how a universal publicly funded pre-kindergarten program in the United States could decrease both disparities in access to early learning and achievement gaps at kindergarten entry.

In today's society, early childhood education programs have become an almost expected first step in every child's life. Studies have shown that when children attend they children who attend a preschool program are exposed to numbers, letter, and shapes on a daily basis. They also begin to learn many life skills, like how to socialize, share and separate from their parents. These first steps of learning are so important that now forty states in the U.S. now offer state funded pre-k programs (Kanter, 2016). With some many different preschools and early childhood programs, how do parents know if the programs are being held to a certain standard? The Early Childhood Environment Rating Scale (ECERS) is one comprehensive assessment tool available. Using this tool while quietly observing a preschool classroom, will help to define areas of strength as well as areas needing to be strengthened. The scale has thirty five different areas that are divided into six subscales, that will be observed. Each question is yes or no answer to a specific question and example.

Students are expected to know the contents of the course outline and to discuss with the professor any areas where clarification is

Bania, N., Kay, N. A., Aos, S., & Pennucci, A. (2014). Outcome evaluation of washington state’s early childhood education and assistance program. (Document No. 14-12-2201). Olympia: Washington State Institute for Public Policy.

“Early childhood education and care” is an umbrella term, which describes a plethora of disparate, categorical, and idiosyncratic educational and child care programs available to young children. In California, this term encompasses Head Start, state preschool, transitional kindergarten, family day care, private preschool, daycare, quality improvement programs, local community programs, relative child care, and childcare provided by friends and neighbors. The following subcategory describes each program model including eligibility requirements, funding, and oversight and regulation.

The enrollment of children in full day programs varies in different parts of the country. It also varies with the race and economic status of the child’s family. In the US, 60% of kindergarten children are enrolled in full day public or private kindergarten programs. Nine states mandate that a full day program be offered in every school (“Full Day Kindergarten Growing”, 2008). The

This quantitative study researches the extent to which Head Start, Virginia Preschool Initiative programming, and Title I preschool (socioeconomic status plays a key role in the inclusion of students in these programs) impacts student success as measured by the third grade Virginia Standards of Learning tests. The research is driven by the lack of success students who were identified as being disadvantaged had on Virginia Standards of Learning tests in a rural school division in Southwest Virginia. “Multiple researchers have documented the achievement gap that exists in educational performance levels of economically disadvantaged and non-economically disadvantaged students.” The gap is wide and continues to get wider (Crooks, 1995).

The curriculum innovation proposal I have designed is modeled after My Sidewalks on Reading Street: An Early Reading Intervention (ERI) program. This tier III program is intended to be supplemental instruction, with students receiving their core reading program in addition to My Sidewalks daily lessons. The curriculum is aimed to help identify at-risk children in kindergarten and provide intervention to improve reading achievement. My Sidewalks emphasizes the understanding and application of phonemic awareness, phonics, as well as fluency. In

The results showed that attending both pre-kindergarten and child care had a big positive impact on the children’s fifth grade reading and math scores than compared with not having attended any ECE. However, attending Head Start had a negative impact on children’s achievement compared with children who did not attend ECE, and when the child only went to Head Start they performed significantly lower than children who attended pre-K and child care on reading.

Research confirms that while all children can benefit from a high-quality preschool program, low-income children, special needs children, and English language learners achieve the most benefit (Wechsler, Melnick, Maier, & Bishop, 2016). In fact, Wechsler et al. (2016) not only confirmed that English learners make equal or greater academic gains compared to other preschoolers, but other domains of development, including social-emotional and physical, can be addressed by high-quality preschool programs to ensure all children will be better prepared for school. However, the words that appeared numerous times in the research were high-quality. As Santrock (2012) mentions, nearly half of all established Head Start programs require more attention to improvement because they are of questionable quality.

The study conducted by Wobo and Winsler (2006) had a total of 40 participants with an age range between 39 months to 62 months. The participants all came from a low-income head start school in Atlanta, where all attending families fell below the poverty line. Marital status of families were actually evenly disbursed between three different groups married 35%, divorced 32%, and single 33%. One aspect of the participants included that may make the results biased is that only 12% of participating children were born in the United States. Another weakness was the number of particpants only 40 students were included in the study. Some strengths were choosing a school that had requirements that each family be below the