Designing and Implementing a Multi Tiered System of Supports (MTSS) Curriculum Model for Disability Inclusive Literacy and Numeracy Instruction in Underserved U.S. Schools

Author: Joyce Ann Dinglasan Cayosa , EquityEd Curriculum Solutions

Published On: 2025-08-17

DOI: https://doi.org/10.70127/irjedt.vol.8.issue08.658

The United States continues to face persistent gaps in literacy and numeracy for students with disabilities and for students enrolled in underserved schools, including rural districts, high-poverty urban systems, and schools operated by or serving Tribal communities. These gaps lower graduation rates, constrain workforce readiness, and undermine economic mobility. A research-grounded way forward is a Multi-Tiered System of Supports (MTSS): a comprehensive, school-wide framework that organizes evidence-based instruction and interventions in increasing intensity levels, guided by continuous assessment and collaborative problem solving. Federal law explicitly recognizes MTSS; the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESSA), defines MTSS as “a comprehensive continuum of evidence-based, systemic practices to support a rapid response to students’ needs, with regular observation to facilitate data-based instructional decisionmaking.”¹ (Legal Information Institute)

This white paper presents a policy-ready MTSS curriculum model for disability-inclusive literacy and numeracy, aligned with ESSA and the Individuals with Disabilities Education Act (IDEA). IDEA permits local education agencies to use up to 15% of Part B funds for Coordinated Early Intervening Services (CEIS), enabling early, tiered support for students who have not yet been identified as needing special education but require additional help²—an important financing lever for this model. (Texas Education Agency)

The need is urgent. Recent NAEP reporting shows very high proportions of students with disabilities performing below Basic in both reading and math; in 2024, an estimated 72% of 4th-grade students with disabilities scored below Basic in reading, and 53% of 4th-grade students with disabilities scored below Basic in math.³ These data signal a national challenge that MTSS can practically address by strengthening core instruction, adding targeted small-group supports, and—where needed—delivering intensive, individualized intervention informed by data-based individualization (DBI). Evidence from systematic reviews and state evaluations indicates MTSS can improve academic and behavioral outcomes when implemented with fidelity.⁴ ⁵ (PMC, ERIC)

The model outlined here integrates curriculum design, assessment systems, professional learning (including science-of-reading aligned practices), family engagement, implementation science, and a staged rollout plan. It explicitly connects to federal and state initiatives (e.g., ESSA school improvement, IDEA CEIS, OSEP’s State Personnel Development Grants, Comprehensive Literacy State Development grants, and the Bureau of Indian Education’s Strategic Direction).⁶ ⁷ ⁸ ⁹ ¹⁰ (Simpler Grants, U.S. Department of Education, bie.edu)

A measurement framework defines clear, auditable outcomes, including increases in IEP goal attainment, gains on state-aligned literacy/numeracy assessments, improved teacher competency in MTSS practices, and 100% compliance with IDEA and ESSA reporting. Finally, a documented case example—Kansas’s multi-year MTSS evaluation—illustrates feasibility and impact at scale. ⁵ This paper is designed for educators, policymakers, Grantmakers, and other decision-makers seeking a rigorous, scalable path to raising achievement for students who have historically been least well served.