MTSS and Educational Equity

MTSS and Educational Equity

“Equity in education demands each and every student in a community be invited, welcomed, and given a sense of belonging in a system of teaching and learning that is fluid, responsive, and dynamic, and that uses all available resources matched to each student’s need.” 

— Amy McCart and Dawn Miller, Leading Equity-Based MTSS for All Students 

MTSS processes fundamentally create a learning environment that is equitable for all students. This begins with Tier 1 (core instruction) and the strategies regularly utilized for all students. All students receive differentiated instruction at this tier appropriate for their grade level. Tier 1 instruction is differentiated in delivery to meet students’ needs, build on their strengths, and is scaffolded, as well as accelerated, to meet the needs of all learners. In addition, Tier 1 must include non-academic resources, such as social-emotional learning and positive behavior supports. 

The robust curriculum in Tier 1 is designed to support students in reaching the next grade level and achieving career success. McCart and Miller refer to Tier 1 as the “Universal Tier,” meaning the content at this level is accessible by 100% of students, as differentiated core instruction is not created or delivered to meet the needs of only a fraction of students. 

Equity is deeply embedded in the MTSS framework — which, at its core, provides a set of systems, structures, and practices to build a positive, equitable, and inclusive learning environment for each student.

A system of MTSS that advances equity gives all students access to an equitable

education in the most inclusive environment possible. This access is provided using universal screening and progress monitoring data to start a student in the least intensive support environment, and adding or removing that support as needed.

The practice of data-based decision-making and documentation of MTSS interventions can

eliminate any bias that may exist in schools. The use of data in MTSS can uncover disparities in

interventions provided based on race, ethnicity, or other student group identifiers— leading

to over-referrals for discipline or special education.

The emphasis of a strong Tier 1, Core Instruction through a positive and inclusive school

climate also drives equity. When examining the proportion of students requiring additional

Tier 2 and Tier 3 supports, first check that Tier 1 is truly equitable and inclusive.