Before the Special Ed Referral: Strengthening Early Literacy and MTSS

Across the country, special education referrals are on the rise. According to an analysis of federal data, 15% of public-school students in the U.S. received special education services during the 2022-23 school year. This is a record high that reflects both increased need as well as improved identification practices. As special education caseloads grow and educators strain to meet student needs, district and school leaders must ask: Are we doing everything we can to meet students’ needs before they require a special education referral? 

Understanding the Increase 

Several factors are contributing to the surge in special education referrals, including:  

• Increases in autism and dyslexia diagnoses 
• Pandemic-era impacts on emotional regulation and executive functioning  
• Improved screening practices that reveal foundational literacy gaps 

These trends have surfaced a critical truth: today’s special education systems were not built for today’s needs. 

A Systems Solution: MTSS as a Framework and a Mindset 

A strong Multi-Tiered System of Supports (MTSS) can help districts respond with strategic, long-term solutions. Thinking about MTSS as both a framework as well as a mindset, MTSS is a way for leaders to think systemically and holistically about student support. When implemented effectively, MTSS: 

• Aligns instruction, intervention, and resources. 
• Fosters collaboration among general education, intervention, and special education teams. 
• Increases student success within general education—preventing unnecessary special education referrals. 

Literacy Development Through MTSS 

Consider how MTSS can support literacy development across grade levels: 

Tier 1 Literacy Instruction in PreK-2 

To help young learners build a strong reading foundation: 

• Implement universal screening to identify students at risk.  
• Provide explicit, systematic instruction that follows Structured Literacy and Orton-Gillingham principles. 
• Include daily reading practice in decodable readers or other “just right” texts. 
• Use high-quality instructional materials (HQIM) to reduce planning load and support instructional consistency. 

Targeted (Tier 2) and Intensive (Tier 3) Intervention in PreK-2 

Early identification of struggle enables timely intervention. Is each student progressing as expected, once explicit, systematic phonics instruction is implemented? Young learners who have not yet mastered essential foundational skills should receive Structured Literacy support focused on: 

• Phonological and phonemic awareness 
• Phonics and decoding  
• Oral language and vocabulary development to support comprehension 

Tier 1 Literacy Instruction in Grade 3 and Beyond 

All students benefit from grade-level ELA and content-area instruction. Striving readers often require embedded scaffolds and supports to access the curriculum.   

Targeted (Tier 2) and Intensive (Tier 3) Intervention in Grade 3 and Beyond 

During intervention periods, striving readers can receive support matched to their needs, based on diagnostic assessment. This may include: 

• Structured Literacy, Orton-Gillingham-based decoding intervention 
• Advanced word study for multisyllabic word reading 
• Academic vocabulary development 
• Explicit instruction in comprehension skills and strategies 

With well-matched, evidence-based intervention, many students can accelerate progress without requiring special education evaluation. 

Leading for Prevention and Appropriate Placement 

Special education services remain essential—every student deserves an education that meets their individual needs. By strengthening Tier 1 instruction and layering in the right Tiers 2 and 3 supports, leaders create a learning environment that is proactive, sustainable, and student-centered. By investing in strong early literacy and a cohesive MTSS structure, district and school leaders can change the trajectory of many students’ academic journeys—long before a special education referral becomes necessary.