As educators and leaders, we share a common goal: ensuring every student has the opportunity to thrive. At the heart of this mission lies multi-tiered system of supports (MTSS), a powerful framework designed to meet the diverse needs of students through strategic, evidence-based practices. Having walked the paths of both school and district leadership, I know how essential it is to approach MTSS implementation with clarity, purpose, and an unwavering commitment to equity.
Central to this effort are two critical elements: assessment literacy and a balanced assessment system. Together, they form the backbone of data-driven decision-making, empowering educators to provide targeted support where it matters most.
Understanding assessment literacy in MTSS
“Assessment,” as defined by the National Task Force on Assessment Education for Teachers and NWEA, is the process of gathering evidence of student learning to inform education-related decisions. The quality of both the assessment and associated practices determines the quality of the evidence gathered, which in turn affects the impact of those decisions. Those who are assessment literate understand how to gather dependable evidence and how to use it productively to support or certify achievement.
Assessment literacy is the foundation of effective data use within MTSS. But what does it mean? Simply put, assessment literacy is the ability to understand what assessments measure, why they are used, and how to interpret and apply the results meaningfully.
For educators, this literacy is transformative. It allows them to look beyond the numbers to discern student needs and adapt their instruction. Consider these key aspects of assessment literacy:
- Knowing what and why. Educators need clarity on what each assessment measures and its intended purpose within the MTSS framework.
- Interpreting data. It’s not enough to have data; understanding patterns and trends in results is crucial for identifying gaps and strengths.
- Applying insights. Data should drive action. Whether it’s modifying instructional strategies or providing targeted interventions, assessment literacy bridges the gap between information and application.
When educators embrace assessment literacy and this student-centered mindset, they can ensure every student receives the tailored support they need to thrive.
Components of a balanced assessment system in MTSS
As noted in “A tricky balance: The challenges and opportunities of balanced systems of assessment,” “Assessment systems are balanced when the various assessments in the system are coherently linked through a clear specification of the learning targets, they comprehensively provide multiple sources of evidence to support educational decision-making, and they continuously document student progress over time.”
A balanced assessment system integrates various tools to address different stages of student support within MTSS. Think of it as a three-legged stool, where each leg supports a specific need:
- Screening assessments. These universal tools help identify students who may require additional support, allowing schools to act early and prevent further challenges.
- Diagnostic assessments. Once concerns are identified, diagnostic tools dig deeper into individual student strengths and areas of need, guiding precise interventions.
- Progress-monitoring assessments. These regular check-ins ensure that interventions are working and allow for timely adjustments.
Together, these assessment types create a cohesive system that informs decision-making at every tier of MTSS, from school-wide strategies to individual interventions. Note that our assessments, MAP® Growth™ and MAP® Reading Fluency™, can be used as part of a balanced assessment system.
The role of assessment literacy in data-driven decision-making
Assessment literacy is essential for making the most of the data generated within MTSS. At every level—individual, classroom, and school-wide—educators rely on this literacy to interpret and act on data effectively. Consider these examples:
- Adjusting instructional strategies. When assessment data reveals gaps in understanding, teachers can tailor their lessons to address specific needs.
- Targeted interventions. Data helps educators identify students who need additional support and align those supports to individual needs.
- Resource allocation. At the school or district level, assessment literacy enables leaders to allocate time, personnel, and funds where they will have the greatest impact.
This shift to data-driven decision-making ensures that MTSS interventions are not just well-intentioned but effective.
Building assessment literacy across the school community
To truly embed assessment literacy in an MTSS framework, school leaders must take the lead in fostering a culture of learning and growth. Here’s how:
- Professional development. Regular training ensures that educators and staff deepen their understanding of assessment practices and their application. For schools and districts that test with MAP, we offer MAP Growth and MAP Reading Fluency professional learning.
- Stakeholder involvement. Families, support staff, and community partners play a vital role in supporting MTSS. Engaging them in the assessment process builds trust and transparency.
- Collaboration. Assessment literacy should be a shared responsibility. School and district leaders can model effective data use, providing guidance and support to teachers.
By building a community that values and understands assessment, leaders can sustain meaningful MTSS practices over time.
Moving from compliance to meaningful use of data in MTSS
Too often, data collection in schools feels like a compliance exercise—, a box to check off rather than a tool for transformation. Assessment literacy flips the script. When educators understand and embrace the power of assessment data, they move from compliance to meaningful action.
This shift is evident when educators:
- Use data as a growth tool, viewing assessments as opportunities to learn and improve, not as judgmental measures.
- Personalize support, applying data insights to meet the unique needs of each student, fostering growth and confidence.
For example, a teacher might use progress-monitoring data to refine an intervention for a reader or adjust groupings in a math class to maximize learning for all.
Tiering supports, not students
One of the most impactful mindsets leaders can instill is that MTSS tiers describe supports, not students. This distinction matters. When we refer to a student as “Tier 2,” we risk defining them by their challenges rather than their potential. Instead, we should say, “This student is receiving Tier 2 supports,” emphasizing that interventions are flexible, temporary, and tailored to specific needs.
To guide this process, entry and exit criteria for each tier is essential. These criteria act as guardrails to ensure supports are delivered equitably and consistently across classrooms, grade levels, and schools. Entry criteria help identify students who would benefit from additional supports by using a combination of data, including screening assessments, classroom performance, and teacher observations. Exit criteria, on the other hand, define when a student has made sufficient progress to reduce or change the intensity of their supports.
The role of assessments is critical in establishing and applying these criteria effectively. As mentioned above, each type of assessment—screening, diagnostic, and progress monitoring—serves a specific purpose within MTSS, and understanding their use is vital for making informed decisions. Screening assessments, for instance, provide a broad overview of which students may need additional support, helping to inform entry criteria for Tier 2 or Tier 3. Diagnostic assessments then offer a deeper understanding of a student’s specific strengths and areas of need, ensuring that the selected interventions are targeted and appropriate. Progress-monitoring data is crucial for determining whether students are meeting the goals outlined in their intervention plans and whether they are ready to transition out of higher-intensity supports.
Leaders play a crucial role in ensuring educators have the assessment literacy needed to understand and interpret these data points effectively. When educators know the purpose of each assessment and how to apply the results, entry and exit criteria become more than procedural checkpoints and serve as tools for equitable and responsive decision-making. For students, this ensures that interventions are not only timely but also tailored to their current learning needs.
Entry and exit criteria reinforce the dynamic nature of MTSS, underscoring the idea that students are not static within tiers. Instead, the supports they receive are adaptable, reflecting their growth and changing needs over time. By integrating assessment literacy into this process, schools can ensure that decisions about tiered supports are both data-driven and student-centered.
Using tools to implement and monitor MTSS
Implementing MTSS can be complex, but leveraging reliable tools and resources makes it more manageable. The American Institutes for Research (AIR) offers an MTSS rubric that serves as a valuable resource for schools and districts. This tool helps teams assess their current practices, identify areas for growth, and monitor implementation progress. By aligning efforts with a robust framework like AIR’s rubric, leaders can ensure their MTSS implementation is both strategic and sustainable.
Using such tools provides clarity and structure, allowing teams to focus on actionable steps rather than feeling overwhelmed by the scope of implementation. These resources also reinforce a data-driven approach, ensuring that interventions are aligned with identified needs and that progress is continually evaluated and refined.
In closing
Building a successful MTSS framework requires an investment in assessment literacy and a balanced assessment system. As leaders, we must prioritize professional learning opportunities that empower educators to make data-informed decisions. Equally important is cultivating a culture where all stakeholders—teachers, families, and support staff—understand the purpose of assessments and the power of tiered supports.
MTSS is not a one-size-fits-all solution; it’s a dynamic process rooted in collaboration, reflection, and continuous improvement. By leading with clarity and compassion, we can transform how we support students, ensuring every child has the opportunity to succeed. Let’s make this vision a reality, together.
The following guiding questions can foster meaningful MTSS conversations in a variety of environments:
- Professional learning communities (PLCs). Use these questions as discussion prompts during PLC meetings to explore the strengths and challenges of MTSS implementation.
- Leadership team meetings. Incorporate these guiding questions to reflect on current practices, set goals, and identify areas for growth within your MTSS framework.
- Professional development sessions. Share these questions with educators during training sessions to encourage reflection on assessment literacy and its role in supporting students.
- Family and community engagement. Adapt the questions to involve families and community partners in understanding and contributing to MTSS initiatives.
- Continuous improvement planning. Use the questions as part of a self-assessment process to evaluate progress and refine MTSS strategies at the school or district level.
For district leaders
- What professional development opportunities can we provide to deepen educators’ understanding of assessment literacy and its application in MTSS?
- How are we aligning resources, such as personnel and funding, to support data-driven interventions and equitable outcomes across schools?
- How do we ensure that MTSS implementation across the district moves beyond compliance to meaningful and sustainable use of data?
For school leaders
- How are we fostering assessment literacy among our staff to ensure data-driven decision-making within our MTSS framework?
- In what ways are we using screening, diagnostic, and progress-monitoring assessments to address the unique needs of our students?
- How can we engage families and community partners to build trust and transparency in our MTSS practices?
For teachers
- How can we use assessment data to adjust instructional strategies and personalize supports for our students?
- What processes do we have in place to monitor the effectiveness of interventions and make timely adjustments?
- How do we ensure that we are tiering supports, not students, while maintaining a student-centered approach to learning and growth?
