I will never forget one of the toughest phone calls with a parent in my first year of teaching. As soon as the phone call ended, tears streamed down my face. It had taken everything I had to hold it together while a parent listed out all the things I had been doing wrong with her child. As a first-year teacher, I understood how to create engaging lessons, and I prioritized building relationships with students, but working with parents and families was much more challenging.

I am the first to admit that I didn’t even know how to get my students more intense help for many years. As a new 7th Grade ELA teacher, I just thought I was failing as a teacher. As I gained experience and training, specifically in English as a Second language, I learned how to make my instruction more accessible and to identify those students that needed help beyond core instruction. In many ways, I remained at a loss for how to provide the intervention they needed.

Every educator wants to make sure no student slips through the cracks. But even with years of reform and hard work, many schools still find that some students aren’t getting the support they need to thrive. It’s not for lack of effort; the systems we rely on weren’t built to catch every need early enough. That’s where a Multi-Tiered System of Supports (MTSS), guided by regular universal screening, can make a difference. With the right tools, schools can identify challenges sooner, provide targeted support faster, and give every student a real chance to succeed.