A multi-tiered system of supports (MTSS) is a framework shaping how schools operate. In essence, MTSS is the way we organize teaching and learning. Building that framework, however, is complex. Implementation often feels uneven as teams adopt new routines, schedules adjust, and data systems take time to stabilize. It’s natural to question whether MTSS is “worth it” when results don’t appear right away. The short answer is, yes- MTSS is worth it.
Have you ever looked at a progress monitoring graph and groaned because you weren’t sure how to interpret it? Or wondered whether a student was making enough growth? You’re not alone—progress monitoring can sometimes feel unclear or overwhelming.
Implementing multi-tiered system of supports (MTSS) can improve student outcomes (Anderson et al., 2025; Harlacher et al., 2024; Nitz et al., 2023) This includes increasing students’ academic achievement, having better behavioral outcomes, and enhancing student engagement and belonging. But to have a successful MTSS framework, educators must implement practices with fidelity.
Implementing a Multi-Tiered System of Supports (MTSS) takes time – time to screen students, create the tiers, and set up progress monitoring processes. But when done thoughtfully and with clear intention, it is time well spent.
Student belonging refers to students feeling valued, accepted, and welcomed at school. Students who feel connected to school experience increased academic achievement, higher motivation, and a reduced risk of dropping out. To create a sense of student belonging, educators can use the 10 dimensions of belonging.
A multi-tiered system of supports (MTSS) is a proactive and preventative framework that can meet the needs of all students. Despite all 50 states providing guidance on its use to local educators, many schools find themselves struggling to implement it well. In fact, while over 70% of surveyed districts report using MTSS, only 35% of districts reported having a “well established” MTSS.
Have you ever sat in a team meeting discussing a student, and before you know it, the bell is ringing? Somehow, the team spent the entire meeting on one student, even though they had planned to discuss four students. Or have you ever spent hours discussing a student, going over every detail of their education, only to still feel unsure how to help the student? Perhaps you’ve implemented an intervention and monitored the student’s progress, only to be disappointed at the student’s lack of growth.