5 Myths and Truths about MTSS and Young Children with Disabilities

Widely adopted in early childhood settings, multi-tiered systems of support (MTSS) are a great fit with inclusive education. They address students’ diverse learning needs and help ensure that children get the specific supports they need to be ready for kindergarten.

But some myths still persist about MTSS and children with disabilities. If a child has an IEP, does that mean they can’t participate in MTSS? Should children with disabilities only receive Tier 2 and 3 interventions? Read on for five myths and truths about MTSS, excerpted and adapted from the book Multi-Tiered Systems of Support for Young Children. 

MYTH: Children with disabilities and IEPs cannot participate in MTSS.

TRUTH: While children with identified disabilities should receive special education and related services related to their annual goals as documented on their IEPs, these services should not prevent them from participating in MTSS. Some of a child’s needs may be addressed through the IEP; however, other needs may not be identified for intensive special education services.

For example, a child with disabilities and an IEP may have delays in expressive communication and receive special education services to address IEP goals in language and communication. However, universal screening that is part of MTSS may also identify that child as at risk in early math skills. The child might then receive Tier 2 services to address early math skills, even though the child’s math skills did not warrant inclusion of annual goals on the IEP. The child also may have strengths in social interaction, self-care skills, and motor skills and continue receiving Tier 1 core support as long as they demonstrate growth rates in these areas that fall within the expected range for typically developing children.

MYTH: MTSS is intended to replace early childhood special education. 

TRUTH: Some may think that if a school district has adopted MTSS, then children cannot be referred for or receive early childhood special education (ECSE). But this isn’t the case.

Children who meet IDEA, state, and local education agency criteria for a disability and are determined eligible for special education and related services must have individualized goals and receive ECSE services as documented on their IEP. The two systems work together to provide appropriate and required services and supports to all children in a program.

MYTH: A child must experience MTSS and fail supports at each tier before they’re referred for an evaluation. 

TRUTH: A child doesn’t have to “fail” the three tiers of MTSS before they’re able to have an evaluation to determine eligibility for special education and related services. The Office of Special Education Programs (OSEP) has been very clear that MTSS may not be used to delay referral, evaluation, or the provision of special education and related services. Although it is possible to use information and data on progress for a child who participated in MTSS and was subsequently referred for special education evaluation, participation in MTSS may not replace or delay the comprehensive CSE.

MYTH: Children with disabilities should only be served in the most intensive tier.

TRUTH: Many people assume that children who have disabilities and receive special education services, who are then identified as at-risk through universal screening, will automatically receive instruction at the most intensive level (Tier 3). However, it is the assessment of the child’s performance, team- based problem-solving, and progress-monitoring data that determines whether a child would benefit from more intensive instruction at Tiers 2 or 3.

Disability alone does not determine the intensity of instruction. MTSS is designed to be a fluid process with movement into and out of specific levels of tiered instruction over time. Children with disabilities may begin to receive more intensive services at Tier 2 or 3, and movement between the tiers will be based on their response to intervention within a tier.

MYTH: MTSS cannot be used in a self-contained special education class.

TRUTH: MTSS is not restricted to blended or inclusive classroom settings. It can be a very effective process for providing services in self-contained classrooms as well. Just as in blended classrooms, children in self-contained classrooms present a range of strengths and needs that can be addressed through tiered instruction.

For example, some children may benefit from small-group or individualized instruction in early writing skills whereas others may make sufficient progress by participation in the core curriculum, Tier 1. Also, the self-contained class may include children who can participate successfully in a core physical development curriculum (e.g., physical education, motor time activities) or a core social-emotional curriculum. Likewise, universal assessment can help teachers understand the range of skills in identified areas or domains, or it may pinpoint areas to change within the core curriculum.

MTSS can benefit all learners across a variety of settings. It gives you a framework for identifying kids who need more instructional support, implementing those supports, and quickly determining whether the strategies are working. If you teach in an early childhood setting and want an evidence-based planning guide to making MTSS work for you, check out the book:

Multi-Tiered Systems of Support for Young Children
Driving Change in Early Education
Edited by Judith J. Carta, Ph.D., & Robin Miller Young, Ed.D.

Discover how to design, implement, and monitor successful MTSS for children ages 3–5 across environments, including classrooms, programs, districts, and at the state level. Includes 6 online videos to enhance your application of concepts covered in the book!