MTSS and Special Education are most effective when they work together. A strong MTSS framework helps schools identify student needs early, make more informed referral decisions, and ensure students receive the right support before, during, and after Special Education eligibility is considered.
When these systems operate independently, students can fall through the cracks.
These 10 red flags can help you identify where a wall may be forming between the two—and where your system may need attention.
Once a student qualifies for an IEP, general education stops planning supports and treats the student as Special Education's sole responsibility. This handoff breaks the collaboration that helps students thrive.
Teams rush through Tier 1, Tier 2, and Tier 3 to build a paper trail for referral rather than looking for evidence of growth. When compliance drives the work, students lose.
A surge of evaluations between February and April is worth a closer look. Students don't suddenly develop disabilities in the spring; more often, teams waited too long to intervene.
When the first conversation is about placement rather than instruction, intervention, or support, something is off. The environment is not an intervention.
Multilingual learners are sometimes referred for language processing disorders before they've had adequate time to develop English proficiency. This confusion leads to over-identification.
Universal screening data sits unused until a student struggles enough to justify a referral. Waiting to fail robs students of early, effective support.
Related Resource: Explore our MTSS FAQs for answers to common questions about tiers, interventions, screening, and progress monitoring.
Referral packets full of concerns but light on intervention history, progress-monitoring data, or fidelity documentation are a warning sign. We can't label students we haven't taught.
If fewer than 80% of students succeed with Tier 1 instruction yet referrals keep climbing, look at your core instruction first. Referrals will continue to rise regardless of how strong your intervention system is.
Some districts invest heavily in evaluations and referrals while underfunding Tier 1 instruction, professional learning, and early intervention. This spending pattern works against student outcomes.
Related Resource: How Can My District Find MTSS Funding?
When certain student groups are referred and identified for Special Education at much higher rates than their peers, it's a signal to examine instruction, intervention access, and referral practices.
Spotting a red flag (or more than one!) is the first step toward strengthening the connection between MTSS and Special Education. Start by identifying one or two ways your team could address the challenge and build from there.
Want to dive deeper? Our free guide explores how MTSS supports Special Education decision-making, what documentation matters most, how multidisciplinary teams work together, and what district leaders can do to strengthen alignment across their schools.