Building As We Fly: What Is Multi-Tiered Systems of Support (MTSS)?

Last week, I presented my first Multi-Tiered Systems of Support (MTSS) training to staff. I was initially concerned about their reception to the idea, partially due to the many changes at our school this year, but mainly because MTSS is also new to me. Building the plane as we are flying is undoubtedly the most challenging part of this implementation journey. So, designing and facilitating the training had me on edge. I felt nervous about my presentation, especially since I had to present it in front of my coach. I would have preferred to facilitate it and then tell her how it went; as Erykah Badu says, "I'm sensitive about my [work]." I couldn't help but keep glancing over at her at the end of every couple of slides, trying to read her reactions and thoughts. I say all that to say it was a great success!

I set forward to introduce the MTSS system and garner the support of at least two teachers to assist in driving the initiative. Instead of cramming all the critical information into one session, I wanted to lay a foundation that subsequent trainings would follow. I decided to start by naming the importance of mindset work and its role in adopting an MTSS system.

One of the first obstacles one must overcome when adopting MTSS is mental. It reimagines what education looks like for students within a systematically racist and fundamentally broken American education system. It is the understanding that the system is the problem, not the student. And it is the belief that we should do whatever it takes for students to learn. That was my hang-up.

"Won't we give students and families a false sense of achievement? What happens if our supports work, but they go to another school and start failing? Isn't that grade inflation? Won't this cause a detriment to our students when most other educational institutions don't provide the same level of support, especially if they do not have an IEP?" These are just some of the questions I posed to my coach as I began to spiral during one of our early conversations when deciding to make the shift. This was just one of a series of conversations that we had, supported by illustrations, videos, readings, and more that helped me to reframe my thinking around MTSS and its benefits for all students.

Multi-Tiered Systems of Support (MTSS) is a comprehensive multi-tiered system that works to remove academic, behavioral, and social-emotional barriers so that students are successful within a school. Like Response-to-Intervention (RtI), it comprises multi-leveled intervention strategies based on the student's specific needs. However, MTSS also encompasses universal screeners for early detection of at-risk students and a continuous cycle of progress monitoring, analysis, and implementation of strategies.

Having primarily worked within Title I schools, I consider MTSS to be more culturally responsive to the unique circumstances of the students and families I serve. Schools are considered Title I if at least 40% of students enrolled are low-income, which puts them at greater risk for housing and food insecurity, among other consequences of poverty. Simply put, the chances of little people dealing with big people's problems are greater, which might directly impact their academics, social-emotional well-being, and attendance at school. If one was unaware before, the COVID pandemic revealed the inequities many of our nation's children face. All to say, MTSS is the extra consideration needed to better understand and respond to what every student needs to be successful.

Multi-Tiered Levels of Support (MTSS) also differs from RtI in shifting the onus of student learning to all stakeholders. Embodying the Kwanzaa principle of Ujima, collective responsibility, MTSS emphasizes school and community collaboration, parental action, professional development, and teamwork. Shared responsibility moves educators away from thinking of interventions and supports only the Special Education Teacher's job. Instead, from leaders to teachers, everyone plays a role in identifying strategies to affect student outcomes.

There are three tiers within MTSS: 1) Universal Instruction, 2) Targeted Support and Intervention, and 3) Intensive Support and Intervention. Students can move throughout the tiers regardless of their Special Education status and receive greater or less support in one component. The level of support is dictated by the student's data related to each of the three MTSS components. For example, suppose a student is academically on-grade level but has frequent behavioral referrals and excessive unexcused absences. In that case, this student might receive Tier 1 supports academically, but Tier 2 or 3 supports social-emotionally and for attendance. It is important to note that students receiving Tier 3 support are not reserved exclusively for students with Individualized Education Plans (IEPs) or 504-Plans. Instead, it is for the students who need the most intensive level of support. For example, there may be a student who did not quite qualify for a disability according to IDEA or whose parents are adamantly against special education and labels. With MTSS, we can provide them with the support and interventions without the classification.

Now that you have your foundational understanding of MTSS and why my school adopted it, take the time to reflect on how this model could benefit different students equally. For example, 1) A top-performing student, 2) a student that misses a day of school every week, and 3) a student who gets regular bad calls home. Our next lesson will dive into the logistical aspect of MTSS and what Tier 1 looks like in practice.

By the way, I finished the session with five teacher volunteers! #winning