What Parents Need to Know About MTSS

The framework that decides who gets extra help, when, and why

A few weeks ago, a friend texted me sounding confused and concerned. Her son’s teacher had reached out saying he was struggling with reading and would be joining a small reading group for the next eight weeks to get some extra support. She wanted to know if this was appropriate and whether she should be worried.

Fast forward a few weeks when my daughter’s class WhatsApp chat exploded as the kids started coming home talking about “WIN groups,” with some kids seemingly traveling to other classrooms for reading, others for math, and others for handwriting practice. It slowly dawned on everyone that the kids had been sorted into ability groups, but nobody knew why, how, or what came next, and many parents in the chat understandably expressed some anxiety about it.

Then, a few weeks after that, a kid walked into my office for a neuropsych evaluation. His mom was convinced he had a math learning disorder and wanted documentation to start the IEP process. When I asked about his grades and test scores and whether the school had tried any interventions, she said his report cards had 3’s, indicating grade-level skills, she wasn’t aware of any test scores, and no, the school hadn’t tried anything yet. I had to tell her not to waste her time and money on the neuropsych; the school wasn’t going to agree to special ed services right away, no matter what the results of the evaluation showed.

All three situations pointed to the same thing: Parents don’t understand MTSS. And honestly, why would they? Schools rarely explain it well. So let me try.

What Is MTSS?

MTSS stands for Multi-Tiered System of Supports. It’s not an intervention itself but instead a framework for organizing resources to provide prevention and intervention programs matched to student needs. Many schools are legally obligated to follow MTSS (New York State, for instance, mandates it in their public schools), and many more choose to do so even without such a requirement.

There are two main types:

• RTI (Response to Intervention) for academic concerns

• SWPBS/PBIS (Schoolwide Positive Behavioral Interventions and Supports) for social, emotional, and behavioral issues

The defining features are (1) interventions organized along a tiered continuum that increases in intensity, (2) regular, systematic screening to identify struggling students, and (3) data-based decision-making for tracking progress and adjusting interventions.

• Tier 1: Universal Prevention
  This is for everyone. About 85% of students thrive here with good, effective teaching. Think clear instruction, explicit classroom rules, and solid curriculum. The goal is to prevent problems before they start.

• Tier 2: Targeted Interventions
  A student starts showing difficulties with academic or behavioral expectations. They begin receiving informal interventions: small group instruction and in-class modifications. While they receive those interventions, their progress is monitored closely over several weeks. Most kids who dip into Tier 2 will catch back up and return to Tier 1.

• Tier 3: Intensive Support
  Problems are more serious now. The kid didn’t progress with Tier 2 interventions, so it’s clear they need a more dramatic change to their educational program: one-on-one or very small group instruction, sometimes including wraparound services involving outside agencies. This is where IEP teams and formal special education interventions come into play.

Here’s what this might look like in real life:

At the start of the year, teachers give math and reading screeners to all students.¹ Assuming kids have received adequate instruction, the vast majority will show grade-level skills.

Those who don’t get flagged for Tier 2. They join small groups, get targeted instruction, and their progress gets monitored regularly.

If all goes according to plan in Tier 2, most of these kids catch up. With good intervention, they remediate their skills and go back to Tier 1. Only a small minority continue to struggle despite high-quality intervention. Those are the students who move to Tier 3 and begin the IEP process for formal special education services.

So let’s go back to the three stories I told you earlier.

My friend’s son was referred for Tier 2 interventions based on an early reading screener. The way the school described their plan was textbook MTSS. I told her the school was doing exactly what they should do, and of course we all worry about our kids, but in this case, the school was catching something early and addressing it before it became a real problem. So, from my perspective, everything looked good. Assuming the intervention they provided was a good one, I gave the school 10/10, no notes.

The WIN groups in my daughter’s school represented time set aside to implement MTSS. Most of the kids were using the time for “Tier 1 enhancement;” in other words, extra time to practice grade-level skills. Some of the students were using the time to receive Tier 2 interventions, with appropriate progress monitoring.

Finally, the mom who came to my office wanted to bypass Tier 2 and move straight to Tier 3, but that’s not how it works—and for good reason. Schools need to see that a child doesn’t respond to high-quality interventions at Tiers 1 and 2 before referring to special education. This is critical for making sure the right kids receive the right types of support.

One might think that there’s no harm in opening up an IEP and moving to special ed the minute a kid shows signs of trouble. But, in reality, it’s more complicated than that. If interventions are more intensive than the problem needs, we risk overpathologizing the kid. Also, the IEP process takes a long time, so we risk delaying appropriate interventions for struggling students. Finally, we risk misallocating finite resources. Think about it like this: If everyone says they need a handicapped parking spot, who really gets to park next to the front entrance of the building?

I’m sure you can tell that I’m a big fan of MTSS. I just want to point out one caveat: MTSS is only as good as the interventions within it. It’s a framework, not magic. If the instruction is poor or the interventions aren’t evidence-based, kids won’t make progress. The system depends entirely on quality teaching and research-supported interventions at every tier.

What This Means for You

If your child’s teacher reaches out about extra support, that’s a good thing. Early intervention prevents small gaps from becoming big problems.

If your child mentions going to a different group or classroom for extra practice in reading or math, ask the teacher about it—but don’t panic. Chances are, even if it’s a Tier 2 intervention, it’s supportive and temporary.

And if you’re thinking about pursuing testing or an IEP, talk to the school first. Ask about screening results, what interventions have been tried, and how your child has responded. The data will tell you whether it’s time for more intensive evaluation or whether your child just needs a little extra time and support.

The system isn’t perfect, but when it works—when schools catch issues early, provide quality interventions, and communicate clearly with parents—it prevents a lot of kids from falling through the cracks. And that’s exactly what we want.

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Let the countdown begin!

1. As a parent, you are entitled to see the results of these assessments. If schools don’t proactively provide them, then ask!