When “No Referral” Does Not Mean “No Need”: Rethinking MTSS, Benchmark Data, and Early Literacy Support

Authors

• Tevia Q. Strand, Minnesota State University MoorheadFollow

Abstract

This article examines what one school’s literacy data suggest about MTSS referral practices, benchmark interpretation, and early literacy support. Drawing on a local analysis of current third-grade students, the article reflects on a significant difference in Grade 3 reading outcomes between students who were referred to MTSS and those who were not referred for Tier 2 or Tier 3 support. At the same time, both groups demonstrated average reading performance below the Grade 3 40th-percentile benchmark, suggesting that literacy concerns extended beyond the students formally identified for intervention. Rather than presenting the study as a traditional research report, this essay uses the findings to consider broader implications for educational practice. In particular, it highlights the importance of strengthening Tier 1 literacy instruction, reviewing referral decision-making, examining teacher data literacy, and considering how leadership and school climate shape the effectiveness of MTSS implementation. The essay invites practitioners to reflect on how benchmark data are interpreted and how schools identify and respond to students whose literacy needs may not be fully captured by referral status alone.

Recommended Citation

Strand, Tevia Q. (2026) "When “No Referral” Does Not Mean “No Need”: Rethinking MTSS, Benchmark Data, and Early Literacy Support," Essays in Education: Vol. 32: Iss. 2, Article 11.
Available at: https://openriver.winona.edu/eie/vol32/iss2/11

Primary Author Bio Sketch

Tevia Strand is an educator, literacy practitioner, and doctoral student at Minnesota State University Moorhead. Her work focuses on helping practitioners in the field strengthen instruction, interpret data thoughtfully, and respond to student needs through effective systems and emerging tools, including AI.