5 MTSS Screening and Tiering Strategies That Close the Gaps

Do some groups of students in your district remain at higher risk for academic failure or harsh discipline, despite the Multi-Tiered System of Support (MTSS) you’ve worked so hard to put in place? If so, screening and tiering practices may be part of the problem . . . and part of the solution!

What Are Universal Screening and Tiering?

Universal screening is the practice of applying an objective, broad measure to all students in order to flag possible academic and behavior problems. Universal screeners are not intended to provide in-depth information, but rather to indicate risk for particular problems. We are all familiar with universal screening in other areas of life, such as blood pressure or temperature checks. These checks rule out health problems or cue the doctor to gather more information where indicated. In the school setting, universal screening acts in much the same way.  

Universal screening is only the first step, however! Screening data will not help unless it is actually used to appropriately tier students for support. Tiering in MTSS is the practice of using data to determine the appropriate level of support needed for a student to be successful in school.  Students who are having success with general classroom education and differentiation and do not need further interventions are considered “Tier 1.” Those who need additional support for targeted skills receive an additional layer of “Tier 2” strategic intervention. And, those who need intensive, individualized help receive “Tier 3” support, which often includes wraparound services to address external needs such as transportation or mental health care. 

Universal screening and tiering help schools:

• Identify possible problems both in core instruction and for specific students in a proactive way, allowing issues to be addressed before they escalate.
• Focus limited resources where they are most needed.
• Identify trends across populations, leading to further inquiry.
• Catch the quietly struggling students that are in need of support. It is particularly important to screen and provide support for social emotional needs that do not necessarily result in disruptive behavior or academic failure, such as anxiety or withdrawal. 

Here are 5 practices that ensure your screening and tiering process provides a true safety net for all students: 

#1 Use Quality Assessments for Universal Screening 

A periodic universal screening process sets the stage for real problem-solving. With good, accurate screening data in hand, schools can plan and provide tiered supports in a focused, efficient, and productive way. The only way to get good data? Use a good assessment! 

Evidence-based assessments get high marks in the following metrics: 

• Validity - Accurately measures skills and abilities
• Reliability - Consistently measures skills and abilities
• Sensitivity - Accurately predicts if a student will fall behind
• Practicality - Short and easy to give

The National Center on Intensive Intervention has more information on these critical metrics. Universal screening is the foundation of equitable MTSS practice - so be sure you are using an evidence-based screener.

#2 Determine cut-points for tiering ahead of time. 

Clear, objective cut points create guidance for which students need intervention and provide an accurate picture of needs across a campus and a district. Even if the picture isn’t pretty, it is important to see where the needs are in order to plan for universal, targeted, and individualized interventions. 

#3 Use consistent cut points across the district. 

A lack of consistent cut points will obscure the results of screening data and make it difficult to see differences across campuses. A student deserves the same level of intervention support from campus to campus. District-wide cut points provide clarity that is crucial to the equitable distribution of resources. 

#4 Avoid triangulating screening data. 

Multiple measures can end up masking students in need of help. And, they can be a waste of valuable teacher and student time. Instead, use a single evidence-based screener (see Tip #1) and then . . .

#5 Look at current and past performance data 

for individual students to verify the need for support. This is particularly important with an abnormal result from a screening tool, a data point that is either higher or lower than expected for a particular student. 

The more accurate and objective our tools for tiering students, the more likely we are to catch all students in need of support, and the more likely we are to identify patterns of risk across student populations. 

Here are some final tips to ensure your process is equitable: 

• Scrutinize subjective decisions that avoid tiering the student for support because of external factors and stressors in the student’s life. Even the most well-intentioned educators can fall into the trap of a judgment call that feels kind because it takes into account the very real challenges facing the student, but in reality the decision reflects lowered expectations for what that student can achieve. Instead -
• Address external factors that may be impacting student achievement, don’t ignore them. For example, a chronically absent student may be in need of wraparound supports that address transportation to school and child care for a younger sibling. 
• Verify support. Ensure that all students identified as needing an intervention plan actually get one! Research indicates that some student groups are less likely to receive intervention even when screening data indicates the need. 

Branching Minds Tier Automation

The Branching Minds Tier Automation feature allows you to customize and apply consistent cut points for assessments across all academic topics, as well as SEL & Behavioral Health. 

Less Work

• Ingest data from a wide range of assessments, including nationally normed universal screeners and local benchmarks
• Automate tier recommendations based on set cut points, eliminating manual effort and ensuring equitable support identification across your district. 
  

No Lost Time

• Access student support plans within minutes of new benchmark or screener data.

Live Monitoring

• Automatically update student tier levels for each screening window.
• Easily review tier movement at the district, school, and grade level. 
  

Closing

It is sometimes said that disproportionality lives in the gray areas. Objective universal screening and tiering practices eliminate the gray and provide clarity in how students are designated to receive support. This in turn provides the solid foundation needed to ensure that the academic, social, emotional, and behavioral needs of all students are addressed in our MTSS practice.