For many elementary principals, the phrase “We need to refer this student” signals the beginning of a lengthy process. But in a strong Multi-Tiered System of Supports (MTSS), that conversation should actually occur much earlier and look very different.
Texas defines MTSS as a proactive, prevention-based framework designed to ensure every student receives the academic, behavioral, and social-emotional supports they need to be successful. Rather than serving as a pathway to special education, MTSS is a general education framework built on early identification, data-informed decision making, and collaborative problem solving.
The most effective campuses recognize that MTSS is not another initiative to add to an already full plate. It is the system that connects everything already happening—for example, high-quality Tier 1 instruction, Professional Learning Communities (PLCs), intervention, progress monitoring, and family partnerships—into one coherent process.
The work begins with Tier 1. Before adding interventions, principals should first ask whether students are receiving consistent, high-quality core instruction. When strong Tier 1 instruction is in place, fewer students require intensive intervention, allowing campus resources to be focused where they are needed most. Approximately 80–90 percent of students should be successful through effective core instruction supported by differentiation and positive behavioral systems.
PLCs become the “front door” of MTSS. Instead of asking, “Should we refer this student?” teacher teams ask more precise questions:
- What specific skill is missing?
- What evidence demonstrates the need?
- What instructional strategies have already been implemented with fidelity?
These conversations shift the focus from identifying struggling students to identifying the exact barriers preventing learning. Teams move beyond broad statements such as “the student struggles with reading” to defining measurable skill deficits that can be addressed through targeted instruction.
When students require additional support, Student Support Team (SST) meetings should function as collaborative problem-solving sessions, not paperwork sessions. Efficient meetings begin with teachers bringing documented interventions, multiple sources of data, family communication, and clearly identified concerns. Every meeting should conclude with a specific intervention plan, measurable goals, assigned responsibilities, and a timeline for progress monitoring.
One of the greatest misconceptions surrounding MTSS is that it is synonymous with special education. It is not. Effective MTSS ensures that every student receives increasingly intensive support based on need while continuously monitoring progress. Students should move fluidly between tiers as they respond to intervention, reinforcing that MTSS is about responsiveness, not placement.
The principal’s role is to build the systems that make this work sustainable. This includes establishing clear expectations, protecting PLC time, ensuring intervention resources align to grade-level standards, monitoring implementation fidelity, and fostering a culture where every educator shares ownership of student success. Families also play a vital role as collaborative partners throughout the process.
Strong MTSS implementation is not measured by the number of referrals completed; it is measured by the number of students who receive the right support at the right time. When campuses build systems instead of relying on individual effort, teachers gain confidence, meetings become more purposeful, and students experience meaningful growth.
For Texas principals, the question is no longer whether to implement MTSS. The challenge is designing systems that allow every educator to deliver timely, targeted support consistently because every student deserves the opportunity to succeed.
Jesica Borunda is a principal in Round Rock ISD. She is a dedicated instructional leader committed to student achievement, leadership development, and creating a culture where every student and staff member feels a strong sense of belonging and thrives. With more than two decades in public education, she is currently pursuing her doctorate in Educational Leadership at the University of Texas at Austin.
Mandi Vogel is an assistant principal in Round Rock ISD. She is a relationship-driven, service-oriented instructional leader who brings a strong blend of instructional expertise, operational leadership, and collaborative vision to campus leadership. Earlier this year, Mandi was named the 2026 NAESP National Outstanding Assistant Principal of the Year for Texas.
