MTSS for the hardest classrooms
MTSS that moves at the speed of a classroom.
Capture behavior in seconds each period. See today's patterns today, not at next month's meeting. Get progress reports, special education service records and specific next steps your team can act on this week.
Staff access Today · Students · Capture · Actions · Specialists · SetupIn development · pilot classrooms wanted · built by a classroom teacher
Check that the first step of independent work is accessible, then observe a supported parallel task.
The problem
The hardest classrooms need answers by tomorrow, not next month.
of teachers name managing student behavior as a source of job stress. It is the most-cited stressor, ahead of pay.
RAND, 2026Students served under IDEA are 15% of public school enrollment, yet account for 76% of physical restraints.
NCES · Civil Rights Data Collection, 2021–22Students with intensive needs should be progress-monitored at least once a week. Many MTSS teams still review data monthly.
NCII data-based individualization, via IRIS CenterWhere current tools stop
Today's MTSS platforms manage the meeting. Daily MTSS measures the classroom hour the meeting is about.
Most MTSS platforms are built for district dashboards, screening and Tier 2 and Tier 3 plans. They do that well. But behavior usually arrives one office referral at a time, and the period where learning was lost goes unmeasured.
Day-to-day behavior, not just incidents
One incident form per event, often synced overnight. A classroom losing a third of every period to low-level disruption can look quiet.
Quick per-period checks: who started work and how fast, engagement, extra prompts, help and return, peers who joined in, and minutes of instruction lost.
Reports that are written, not just displayed
Dashboards update, but someone still has to interpret them. Special education progress is often compiled quarterly.
A dated daily summary at close and a weekly review, drafted automatically from your records, with every number linked to its source.
Recommendations that start from today's pattern
Large intervention libraries that staff must search on their own.
Specific support recommendations triggered by the pattern your data shows, each with its reason, the measure to watch and a review date.
Follow-through you can see
Requests to counselors, psychologists and behavior specialists travel by email and hallway conversation, with no owner or deadline.
Every request has an owner, a due date and a status: requested, accepted, observed, feedback given, support delivered. Overdue requests resurface automatically.
How it works
From the classroom to a plan in one day.
Capture in seconds
Fast tablet entry during and after each period: attendance, engagement checks, task starts, prompts, work completed and correct, and incidents with observed roles.
See the pattern
Heat maps by student, lesson block and day show where learning breaks down. Each student is compared with their own baseline, never ranked against classmates.
Act with a plan
Clear, editable rules turn patterns into recommended supports, specialist requests and family message drafts, all ready for staff review.
Follow through
Every support is tracked as scheduled versus delivered. Missed sessions create a follow-up task. Progress is checked at the review date.
Automatic reports
The paperwork drafts itself. You review and approve.
Reports are generated from the records you have already entered. When data is missing, the report says so instead of guessing.
Daily situation report
Attendance and data coverage, academic evidence, incidents and lost time by lesson block, supports that worked, open specialist actions, and tomorrow's priority with an owner.
Weekly progress review
Five-day trends compared with baseline, academic and behavior trends kept separate, students who improved or need review, support dosage, and next week's plan.
Individual progress report
Baseline to today or any custom date range, with charts, supports and next steps. Separate staff and family versions; family versions never mention other students.
Special education service record
Scheduled versus delivered support minutes, missed sessions and reasons, accommodations provided, and dated evidence ready for IEP and 504 team review.
Leadership summary
De-identified results at key checkpoints, with small groups combined to protect privacy: measures against targets, sample sizes, gaps in support, and the next decision.
Family and specialist drafts
Twelve family message templates and specialist requests, filled in from verified facts only. A person approves each message before it goes out.
Recommendations with receipts
Specific supports, triggered by real trends, in time to matter.
When a behavior pattern repeats, Daily MTSS proposes a concrete support from your school's approved library. Each one shows the evidence that triggered it, the exact routine to try, how progress will be measured, who owns it and when to review it.
No black box. The rules are written in plain language, and your team can read and adjust them. Recommendations are suggestions for professional review, never automatic changes to a student's plan.
Principles
Built to support students, not to label them.
People decide
Software counts, calculates and drafts. Educators approve every support change and every message.
No diagnoses, no risk scores
Patterns are described, never diagnosed. No student gets a predictive "risk" label.
No device monitoring
Data comes only from what staff observe and enter. Nothing watches student screens.
Missing is never zero
An absence or a skipped check stays a gap. It never becomes a failing score.
Every number has a source
Any figure in a report opens the dated record behind it.
Private by design
Access by assignment only. Family reports show only that family's child. Works without AI or email turned on.
Pilot program
Built for classrooms where the usual playbook isn't enough.
Daily MTSS is in development and has been tested with fictitious data. We're looking for pilot classrooms that have:
- many students with IEPs, 504 plans or MTSS support
- frequent disruption and lost instructional time
- a co-teacher, interventionist or specialist team ready to act on data
- district approval for student-data tools, or a plan to request it
Join the pilot
Tell us about your classroom and your MTSS team. We'll set you up with sample data first, so nothing real goes in until your district approves.
Email ushello@atredan.com