Communicating Multi-Tiered Support Systems to Families in Your Newsletter

Multi-tiered support systems are one of the most evidence-based approaches in education, and one of the most poorly communicated to families. Families who hear about MTSS or RTI for the first time in the context of their own child's referral often react defensively. Families who understood the system from a principal newsletter months earlier typically respond as partners. The newsletter is where you do the pre-work.

Translate the system into family language

MTSS stands for Multi-Tiered System of Supports. RTI stands for Response to Intervention. Neither acronym communicates anything useful to a family hearing it for the first time. Translate:

'At [School Name], every student gets strong, effective instruction in every class. That is the first level of support. For students who need more, we offer small-group sessions with a reading or math specialist, starting early so they do not fall behind. For students who need the most support, we provide intensive, individualized help tailored to their specific needs.'

'Every student who needs additional support gets it without waiting to be referred. We identify students early, intervene early, and share the data with families at every step.'

Pre-explain the referral process

Families who understand the referral process before their child is referred respond better to the referral conversation. In the newsletter:

• How does a student get referred for additional support? (A teacher notices a consistent gap, data from assessments shows a pattern, a family flags a concern)
• Who is involved in the decision?
• What happens when a student enters the program? (What they do, how often, for how long)
• How are families informed and involved?
• What does a student exiting the program mean?

Use outcome data to destigmatize participation

The most effective way to shift family perception of intervention programs is to share outcome data. How many students used Tier 2 reading support last year? What was their average growth compared to students who did not participate?

'Last year, 42 students participated in our reading intervention program. Students in the program gained an average of four months of reading growth in a two-month program period. That is more than double the growth of students who did not participate.'

That data changes the conversation from 'is my child in trouble' to 'is my child missing out on this opportunity.'

Address the special education question directly

Many families fear that a referral to a tiered support program is a path to a special education label. This fear prevents them from agreeing to support that would help their child. Address it directly in the newsletter: 'Participating in our intervention programs is separate from any special education eligibility process. Most students who participate are not referred for special education evaluation.'

Daystage makes it easy to send a dedicated MTSS explainer newsletter at the start of the year and reference the system in subsequent newsletters without rebuilding the explanation each time.