Montessori and Multi-Tiered Systems of Support (MTSS): Aligning Structure with Child-Led Learning

Hannah Richardson
Sep 9
3 min read

When Montessori educators hear the phrase Multi-Tiered Systems of Support (MTSS), it can sound like a foreign language. Acronyms, intervention models, tiers, data collection—it may feel worlds away from the quiet concentration of a child tracing sandpaper letters or the deep independence of a long work cycle.

But here’s the reality: more and more schools, especially public Montessori programs, are being asked to integrate MTSS into their practice. The question is: How can we do this in a way that honors Montessori’s child-led principles instead of undermining them?

The good news is that Montessori and MTSS aren’t enemies. In fact, when thoughtfully aligned, they can work together to strengthen both equity and learning outcomes.

What Is MTSS?

At its core, MTSS is a framework for supporting all students through different levels—or tiers—of support:

Tier 1: High-quality, universal instruction and supports that every child receives.
Tier 2: Targeted, small-group interventions for students who need more.
Tier 3: Intensive, individualized interventions for students with significant needs.

It’s not about labeling children. It’s about making sure no child falls through the cracks.

Where Montessori and MTSS Already Align

Montessori classrooms naturally embody Tier 1 support:

Differentiation is built in. Children move at their own pace, and guides adjust lessons based on readiness.
Observation is central. Montessorians are trained to notice subtle shifts in a child’s development, long before test scores flag a concern.
Prepared environments are universal supports. Materials, routines, and structures are designed to meet children where they are.

In many ways, Montessori’s emphasis on the whole child means Tier 1 is already strong.

Where the Tension Shows Up

The challenge often comes with Tiers 2 and 3. Traditional MTSS approaches rely heavily on pull-out interventions, scripted curricula, and short, targeted sessions. Montessori environments, however, value continuity, choice, and integrated learning.

Without careful planning, adding MTSS layers can feel like pulling a child out of their flow to sit in front of a worksheet—exactly what Montessori seeks to avoid.

Practical Ways to Integrate MTSS Without Losing Montessori

Use Data as a Lens, Not a Cage.Montessori observation notes, work tracking, and progress reports can serve as data in MTSS. Standardized tools can be layered in, but they don’t have to dominate decision-making.
Tier 2 Inside the Work Cycle.Instead of pulling children out, guides can form flexible, small groups for extra lessons or practice during the work cycle. This honors independence while giving targeted support.
Tier 3 as Collaboration, Not Separation.When specialists (like reading or speech therapists) are involved, they can be invited into the classroom environment rather than isolating the child. This way, interventions happen in context, not in a vacuum.
Focus on Equity.MTSS is often introduced to close opportunity gaps. Montessori educators can use it to ensure Black, Brown, multilingual, and neurodiverse children receive supports tailored to their strengths—not just remediation for perceived deficits.
Protect the Spirit of the Method.The ultimate goal is not to layer bureaucracy on Montessori. It’s to strengthen belonging and ensure every child’s needs are met with dignity.

Why This Matters for Literacy

Literacy is one of the most common focus areas for MTSS—and one of the most urgent equity issues in education today. Montessori environments are rich in phonemic awareness, phonics, fluency, vocabulary, and comprehension work. But not every child will progress at the same pace.

By integrating MTSS frameworks, Montessori schools can:

Identify children who need targeted decoding or comprehension support earlier.
Partner with specialists in ways that reinforce Montessori’s hands-on literacy approach.
Ensure equity by making sure multilingual learners and children with reading differences are supported, not stigmatized.

The Takeaway

Montessori education already contains the seeds of MTSS: observation, differentiation, and respect for the whole child. By thoughtfully adapting how we deliver Tiers 2 and 3, schools can meet state or district requirements without sacrificing Montessori’s essence.

The question is not “Do we have to do MTSS?” The question is “How can we do MTSS in a way that strengthens Montessori?”

When we lead with equity, honor child-led learning, and adapt interventions to the flow of the classroom, we find that the two systems are not in conflict at all. They are partners in the larger goal: helping every child, in every classroom, thrive.

At Montessori Makers Learning, we believe frameworks like MTSS don’t have to dilute Montessori—they can deepen it. When literacy, equity, and belonging sit at the center, every child gains.