Building a Shared Vision for MTSS in Pre-K: Creating Common Language
Originally presented by Xigrid Soto-Boykin and Meaghan McKenna on September 15, 2026.
PLEASE NOTE: STAR NET Region II and VI is unable to award CEs for viewing this recording.
Successful Multi-Tiered Systems of Support (MTSS) in Pre-K begins with a shared understanding of what high-quality implementation looks like across classrooms, teams, and systems. This session will explore how programs, centers, and districts can establish common language and buy-in around MTSS while supporting children’s development across developmental domains (e.g., social emotional, emergent literacy, science, and mathematics) and tiers of instruction. Participants will reflect on the instructional practices, classroom environments, and child outcomes they want to see within an MTSS framework and consider the critical role of collaborative teams in supporting young learners. This session will emphasize foundational MTSS concepts, shared visioning, and the development of program-wide expectations for high-quality implementation in Pre-K settings.
Participants will:
(1) Define key components of a high-quality MTSS framework in Pre-K settings and develop a shared understanding of MTSS terminology and practices.
(2) Describe how developmental domains (e.g., social-emotional development, emergent literacy, science, and mathematics) can be supported across tiers of instruction.
(3) Reflect on the instructional practices, classroom environments, and student outcomes that characterize effective MTSS implementation in Pre-K classrooms.
(4) Identify the roles and responsibilities of collaborative MTSS team members, including educators, specialists, administrators, and families.
(5) Explore tools and processes for evaluating MTSS implementation, including self-reflection, observation practices, data use, and goal setting for continuous improvement.
