MTSS Decoded: When to Say "Yes" to More Support for Your Child
As a parent, you're your child's first and best advocate. When you receive a call from school about your child needing "extra support" or moving to a different "tier," it's natural to feel a mix of worry and confusion. You might hear the term MTSS, or Multi-Tiered System of Supports, a framework used by schools to ensure every student—academically, behaviorally, and emotionally—gets the instruction they need to succeed.
Let's break down MTSS, talk about when a parent should enthusiastically embrace increased support, and look at the most reliable data schools use to track your child's progress.
Understanding the Three Tiers of MTSS
Think of MTSS like a public health model, but for education. The goal is to catch problems early and provide interventions that are just the right fit. All students are receiving support at all times, but the intensity varies:
* Tier 1: Universal Support (The Core)
* What it is: High-quality, evidence-based instruction delivered to all students in the general education classroom. About 80% of students should thrive here.
* Your Child: They are participating in the standard curriculum.
* Tier 2: Targeted Support
* What it is: Extra help for students who are "at-risk" based on school-wide screening data. This usually involves small-group instruction for 20-30 minutes several times a week, focusing on a specific skill (like reading fluency or social skills).
* Your Child: They receive Tier 1 instruction plus this additional, small-group intervention.
* Tier 3: Intensive, Individualized Support
* What it is: Highly intensive, one-on-one or very small-group intervention for students with the most significant needs. This level involves frequent check-ins and tailored instruction.
* Your Child: They receive Tier 1 instruction plus this highest level of customized intervention.
When to Agree to Increased Support (Tier 2 or Tier 3)
The short answer is almost always YES, and the sooner the better!
The biggest shift in education philosophy is moving away from a "wait to fail" model. MTSS is designed to be proactive. If your school team—composed of teachers, specialists, and administrators—recommends a move to Tier 2 or Tier 3, it means their data shows your child isn't making expected progress with the instruction they're currently receiving.
Key Indicators It's Time to Say "Yes":
* Your Child is Not Responding to the Current Tier: The school has data showing that the intervention at the lower tier has not helped your child "close the gap" with their peers' performance.
* The Problem is Specific and Persistent: The school has clearly identified what your child is struggling with (e.g., phonological awareness, multiplication facts, or staying in their seat) and has a research-based plan for intervention.
* The Intervention is Time-Limited and Data-Driven: You should be told exactly how long the intervention will run (e.g., 6-8 weeks) and how frequently your child's progress will be measured. This is the hallmark of a healthy MTSS system.
It’s critical to understand: Receiving Tier 2 or Tier 3 support is not special education. It is simply the school using its resources to offer research-proven strategies to help your child catch up. Embracing this support is a partnership that shows your commitment to your child's success.
The Gold Standard: Valid Predictor Tests Schools Should Use
How do schools know which tier your child belongs in, and, most importantly, if the intervention is working? They use data from reliable, scientifically-validated tests.
The most valid and reliable predictors of student progress in an MTSS framework are Curriculum-Based Measurement (CBM) tools, often used for both Universal Screening and Progress Monitoring.
Universal Screening (Who is at risk?)
Universal screening is done with all students 3 times a year (fall, winter, spring). These brief, reliable measures are designed to predict who is likely to struggle. Schools should be using validated CBMs like:
* Acadience Reading/Math (formerly DIBELS): Excellent for early literacy skills (phonemic awareness, phonics, fluency) and early numeracy.
* AIMSweb: A common system that uses CBMs for reading and math, providing data on grade-level performance.
* MAP Growth (Measures of Academic Progress): A highly regarded adaptive test that measures what a student knows and is ready to learn, projecting proficiency levels.
Special Note: Please be aware that the NWEA standardized achievement test given by many schools up to three times a year is NOT considered a valid psychometric measure for use as a tool to “progress monitor” to those of us trained in psychometrics. It does do a moderately good job in assessing a school or individual teacher’s performance, but NOT an individual child’s.
Progress Monitoring (Is the support working?)
This is the most crucial part. Once your child begins a Tier 2 or Tier 3 intervention, the school must monitor their progress frequently (e.g., weekly or bi-weekly) using a Curriculum-Based Measurement (CBM) aligned to the skill being taught.
* What to Ask For: Ask to see the progress monitoring graph. A valid graph will show your child's data points, a goal line (the target rate of improvement), and the trend line (your child's actual rate of improvement).
* Why it Matters: If the trend line is flat or moving slowly below the goal line, the intervention is not effective. This data triggers the problem-solving team to change the intervention—perhaps making it more intensive, changing the program, or adjusting the setting.
In Summary: Your Action Plan
* Ask Questions: "What specific data points indicate my child needs Tier 2/3 support?"
* Request the Evidence-Base: "What research supports this specific intervention?"
* Insist on the Graph: "Can you show me the progress monitoring graph and explain the goal line and trend line?"
MTSS is a powerful tool when implemented with fidelity and strong data. Your involvement ensures that the system works as intended—getting your child the right help, right now.
As always, if I can be of assistance, please reach out.
DR. M