# 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.

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