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Early identification and remediation of literacy, numeracy,
and social-emotional difficulties in kindergarten:
an examination of the efficacy of a multi-tiered system of
support (MTSS)

Identification précoce et remédiation des difficultés en littératie, en numératie
et sur le plan socio-émotionnel à l'école maternelle :
examen de l'efficacité d'un système de soutien à paliers multiples (SPSS en français, MTSS en anglais)

Frühzeitige Erkennung und Behebung von Lese-, Schreib-, Rechen-
und sozial-emotionalen Schwierigkeiten im Kindergarten:
eine Untersuchung der Wirksamkeit eines mehrstufigen Unterstützungssystems (MTSS)

Identificazione precoce e recupero delle difficoltà di alfabetizzazione,
calcolo e socio-emotive nella scuola dell'infanzia:
un esame dell'efficacia di un sistema di supporto multilivello (MTSS)

MTSS-K project

Quality education for all is one of the EU’s top priorities. However, several European education systems are regularly pointed out as being underperforming, inequitable or segregated.

  • Project aim

    The core objective of the 4-year MTSS-K project is to adapt, implement and assess the effectiveness and efficiency of a promising North-American educational approach for kindergarten in five European countries. The so-called Multi-Tiered System of Support (MTSS) aims at reducing inequalities by training teachers to improve the socio-emotional, literacy and numeracy skills of all students and more particularly of the most vulnerable ones. This model calls to adopt evidence-based teaching practices and to regularly and monitor students’ progress on the basis of objective data (Tier 1); to provide early and more intensive group interventions to students who do not progress as expected (Tier 2); and to provide even more intensive interventions to students who continue to need it (Tier 3).

  • Project structure and design

    The MTSS approach has been shown to improve equal opportunities of school success and inclusion by significantly diminishing the number of students with learning and behavior difficulties and referred to special education services. However, data is missing as regards comprehensive implementation of this model, its efficacy in kindergarten, its applicability in the European educative systems, and the cost-benefit ratio of this measure. The MTSS-K project is structured in 3 phases (1.Development and validation of MTSS instruments; 2.Randomized controlled trials; 3.Follow-up analysis) and 6 work packages (WP1: Project management and scientific coordination, WP2: Assessment and observation instruments development, WP3: Development of the MTSS approach interventions, WP4: Teachers’ professional development and MTSS implementation in schools, WP5: Data collection, management, and analysis, WP6: Project communication, dissemination, exploitation, and sustainability).

    Five countries will take part in one of the two multi-country clusters randomized controlled trials (RCT 1 and RCT 2). RCT 1 will be conducted in Belgium, Luxembourg, and Germany. The focus will be placed on a MTSS model targeting the SEB and early numeracy domains. RCT 2 will be conducted in France and Switzerland and will assess the impact of an MTSS model targeting the SEB and early literacy domains.

    The MTSS-K project also aims at making accessible for stakeholders, schools and teachers on a dedicated free-access website evidence-based syntheses, intervention tools, and skills’ assessment instruments developed for the study, to disseminate the results and data in the perspective of the open-science framework, and to make policy recommendations for EU and national authorities.

For more information, please click on the graphic below
WP6: Project communication, dissemination, and sustainabilityWP1: Project management and scientific coordinationProject startProject endWP2: Assessment andobservationinstrumentsWP3:MTSSinterventionsdevelopementWP4:Professionaldevelopementand MTSSimplementationin schoolsWP5:Data collectionand analysis