Examining the Influence of Multi-Tiered Support Systems (MTSS) and Early Warning Indicators on Student Outcomes

This mixed-methods study explored the integration of Early Warning Indicators (EWIs) within a Multi-Tiered System of Supports (MTSS) framework in a virtual secondary school setting. The primary objective was to determine how predictive indicators—such as attendance, academic performance, and behavioral data—can be used to identify struggling students and guide timely, tiered interventions. Conducted at 21st Century Cyber Charter School, the research investigated three key questions: (1) Which EWIs most effectively identify at-risk students? (2) What barriers hinder MTSS implementation for these students? and (3) What strategies support successful integration of EWIs into MTSS? Quantitative data were drawn from attendance, academic, and behavioral records, while qualitative data were gathered from staff surveys and interviews. Findings revealed that chronic absenteeism and assignment completion rates were among the strongest predictors of student risk. Staff identified barriers including inconsistent data use, limited training, and challenges with intervention fidelity. However, collaborative practices, targeted professional development, and centralized data systems emerged as key facilitators of success. The study concludes that integrating EWIs into MTSS enhances early identification and support for at-risk students, leading to improvements in academic engagement and social-emotional outcomes. Recommendations include investing in staff capacity, refining data practices, and embedding EWI use into daily MTSS operations. These findings offer practical implications for virtual and traditional secondary schools seeking to improve student support systems through data-informed decision-making.