Imagine you have a sundae bar with all the delicious toppings you can think of: ice cream, whipped cream, hot fudge, caramel, sprinkles, and candy toppings - the works!!. For me - the chocolate peanut butter ice cream base is KEY. I know that it may not be for everyone - some of you may prefer sorbet or frozen yogurt, but it’s safe to say that a solid scoop of ice cream is the foundation of this tasty treat, and a bowl of M&Ms covered in whipped cream, while delicious for some of us, does NOT qualify as a sundae. Without that foundation, all those toppings are nothing more than Halloween in the bowl - it's not a sundae. The same concept applies when implementing Multi-Tiered Systems of Support (MTSS) in our schools. Without a strong foundation—our Tier 1 instruction—all the additional supports we layer on won’t be as effective. 
MTSS is more than just the tiered supports. It’s about creating a comprehensive system that ensures all students receive the help they need, starting with high-quality Tier 1 instruction when they need it.
When I talk about MTSS, I like to break apart the acronym.
- The MT (multi-tiered) recognizes that some students need additional support to learn at a high level, but for it to be effective, these supports need to be in addition to rigorous Tier 1 instruction, NOT instead of it.
- The SS (systems of support) ensures that educators have what they need to support all learners in Tier 1 and determine who needs additional support. According to the Implementation Research Network, effective MTSS implementation (i.e, the system of support) relies on three key drivers: leadership, competency, and systems. These drivers include strong professional development, a schedule that allows for supplemental support, high-quality instructional materials, and strong leadership - just to name a few. In short, the system of support is everything we do in schools to ensure that all teachers are prepared to work together and serve all learners, and that all learners thrive.
The Key to a Successful MTSS
As shared above, strong leadership is essential for setting the vision for MTSS and ensuring fidelity in implementation as we work toward including all learners while increasing their outcomes. Leaders must be committed to:
- Data-driven decision-making and continuous improvement
- Building the skills and knowledge of educators to implement MTSS effectively
- Professional development and ongoing coaching
Research supports this approach. Schools with strong implementation of MT and SS drivers see significant improvements in student outcomes. For instance, a study by Fixsen et al. found that schools with robust implementation frameworks had higher rates of student achievement and reduced disciplinary incidents.
"The truth is, we have to measure what we are doing to determine if it’s leading to better outcomes for learners."
The National Center on Intensive Intervention emphasizes that data-based decision-making is a cornerstone of effective MTSS practices, leading to better student performance and more efficient resource use. The truth is, we have to measure what we are doing to determine if it's leading to better outcomes for learners. Every effort to create a system that benefits all learners must actually enhance learner outcomes. Relying solely on annual standardized measures is insufficient; we must also assess the impact on instructional practices, student engagement, and sense of belonging. So, where do you start?
As with all things UDL-related, starting with firm goals is critical. Starting with clear, firm goals for your work to serve all students in inclusive learning environments is essential when implementing MTSS. Below are guiding questions to help you get started on this journey. Continue listening for strategies to implement MTSS effectively in your school or district.
Guiding Questions to help craft clear, firm goals for your school/district:
- What is your vision for your school and district? Ensure this vision is concrete and vividly describes what instruction will look and sound like in classrooms. When you walk into classrooms, what specific activities and interactions do you observe?
- How do you define and promote inclusion? Is your vision for inclusion public and transparent to everyone in the school community? How do you communicate and embody this vision?
- How are you measuring success? When your vision is realized, what is the student experience like? What specific outcomes do learners achieve? How do you track and evaluate these outcomes?
The goals need to be clear, as Brene Brown reminds us that “clear is kind.” Ensure all stakeholders understand these goals and allow flexibility in how these goals are achieved, tailored to the needs of your students and staff.
MTSS is about more than just tiered interventions. It’s about creating a cohesive system that supports all learners, starting with strong Tier 1 instruction. By focusing on leadership, competency, and systems drivers and implementing strategies aligned with the principles of Universal Design for Learning, schools can build a foundation that supports student and teacher success.
Continue Your Learning!
- Build success with MTSS, join the next cohort with Katie Novak
- Uncover root causes for enhanced student outcomes, schedule a comprehensive needs assessment
- A research- and evidence-based playbook for creating MTSS in schools
- Create an effective master school calendar and schedule
