What is MTSS?  Why do districts struggle with it?

Multi-Tiered Systems of Support (MTSS) is designed to be elegant in theory: a three-tier pyramid where Tier 1 provides strong universal instruction for all students, Tier 2 offers targeted interventions for students who need extra support, and Tier 3 delivers intensive, specialized services for those with the greatest needs.

But elegant theory doesn’t always translate to classroom reality.

Districts across the country have invested in MTSS frameworks. They’ve trained their staff, bought intervention materials, and hired interventionists. Yet many report the same frustration: inconsistent implementation across schools, staff stretched too thin to provide quality support, and data scattered across multiple systems—making it hard to know if the system is actually working.

The problem isn’t the framework itself. The problem is the logistics of making it work at scale.

Now, with M2, that’s changing.

The three barriers to MTSS success and the M2 solution

Multi-Tiered Systems of Support (MTSS) is designed to be elegant in theory: a three-tier pyramid where Tier 1 provides strong universal instruction for all students, Tier 2 offers targeted interventions for students who need extra support, and Tier 3 delivers intensive, specialized services for those with the greatest needs.

Barrier 1: Fidelity – The consistency challenge

You can’t improve what you can’t measure, and you can’t measure what isn’t consistent. A major implementation concern for many districts is the lack of uniformity in how MTSS is actually practiced.

What “Tier 1 instruction” looks like at Elementary School A might be completely different from Elementary School B. One teacher is checking for understanding every five minutes; another assumes all students are keeping up. One school has clear classroom routines; another is constantly managing behavior. This drift in practice means that students don’t experience consistent support—and your MTSS framework becomes more of an idea than a system.

How M2 solves it:

M2 standardizes the feedback loop by allowing you to upload your specific district frameworks—whether it’s Danielson, Marzano, or your own custom “Great Teaching” rubric—directly into the M2 Admin Dashboard. Now, every piece of feedback a teacher receives is aligned to your standards and your vision of excellent instruction.

When a teacher at School A and a teacher at School B both use M2, they’re not just getting generic coaching. They’re receiving feedback grounded in the same language, the same expectations, and the same district priorities. It’s not about robotically enforcing rules; it’s about creating a shared language of excellence. That consistency is the foundation of true MTSS fidelity.

Barrier 2: Capacity – The staffing and burnout crisis

Most districts have robust MTSS plans on paper. But executing them? That requires people—coaches, interventionists, specialists, and leaders who can observe, analyze, and support every teacher in the system.

In reality, instructional coaches are stretched impossibly thin. A coach might be responsible for 20, 30, or even 50 teachers. That means classroom observations happen once or twice a semester. Teachers get feedback weeks after a lesson. Critical gaps in professional development go unaddressed. And staff burnout skyrockets because educators feel unsupported and isolated.

This capacity crisis creates a vicious cycle: without consistent feedback, teachers don’t improve. Without teacher improvement, students don’t thrive. And Tier 2 and Tier 3 interventionists find themselves overwhelmed because Tier 1 instruction wasn’t strong enough in the first place.

How M2 solves it:

M2 acts as a force multiplier. By giving every teacher a private, AI-powered co-teacher that delivers immediate, non-evaluative feedback, you’re effectively extending your coaching team’s reach exponentially.

Consider what happened at Newnan High School in Georgia. Their instructional coaches found that M2 transformed their work. One coach said, “It’s almost like it clones me. I’m able to be in more places at once.” Instead of spending hours on observation logistics and writing notes, coaches could focus their expertise where it was most needed—on Tier 2 and Tier 3 support, knowing that Tier 1 instruction was being strengthened daily for every teacher.

Teachers also reported that M2 felt less threatening than a formal observation. It was private, focused on growth rather than evaluation, and available 24/7. This creates a culture of continuous improvement instead of occasional judgment—exactly what sustainable MTSS requires.

Barrier 3: Data – Moving from guesswork to action

MTSS is supposed to be data-driven. But for many districts, the data doesn’t actually drive anything.

Progress monitoring data is scattered across multiple platforms. Some metrics are subjective (notes from walkthroughs). Others arrive too late to matter (semester grades, end-of-year test scores). And collecting it all is incredibly labor-intensive, pulling teachers and coaches away from the work that actually moves the needle.

As a result, leaders make decisions based on incomplete information. They can’t pinpoint where professional development dollars should go. They miss the bright spots of excellence that should be celebrated and scaled. They can’t objectively measure whether their “checking for understanding” initiative is actually happening in classrooms—or if it’s slipping because teachers revert to old habits under stress.

How M2 solves it:

M2 provides objective, real-time data on what’s actually happening in classrooms. It captures engagement patterns, questioning depth, instructional pacing, and student talk time—without bias or subjectivity.

For district leaders, the dashboard offers a bird’s-eye view of these trends across all classrooms. You can see, objectively, whether the practices you’re prioritizing in professional development are taking root. You can track progress over time and identify which schools need more support. You can celebrate the teachers who are crushing it and learn from them.

This turns data monitoring from a compliance burden into a strategic asset. You know exactly where your resources should go. You have proof of what’s working. And you can adjust your MTSS approach in real time, not months later.

From framework to reality

Implementing MTSS with genuine fidelity is heavy lifting. It requires consistency, capacity, and clear data—three things that have historically been hard to achieve at scale.

But M2 changes what’s possible.

By ensuring every teacher receives feedback aligned to your district’s standards, by extending your coaching capacity without burning out your staff, and by providing objective data that informs every decision, M2 bridges the gap between the elegant MTSS framework on paper and the real, thriving support system that students and teachers actually experience.

That’s not just better MTSS. That’s MTSS that works.

The post The missing piece in your MTSS framework: How M2 closes the gap between theory and practice appeared first on Swivl.

When we talk about MTSS (Multi-Tiered System of Supports), the conversation often revolves around what adults are doing—interventions, progress monitoring, and data collection. But the true measure of MTSS success is the experience of the student. Are they receiving the right support at the right time? Do they feel seen and understood?

M2 isn’t just a tool for teacher feedback; it’s a powerful, AI-driven co-teacher that works directly alongside students to support their learning journey across every tier. Here is how M2 aligns with your MTSS framework to empower learners.

Tier 1: Strengthening universal instruction with voice and agency

At the universal level, the goal is high-quality core instruction that engages all students. M2 enhances Tier 1 by acting as an always-available resource that clarifies confusion and builds metacognition without requiring immediate teacher intervention.

Building voice through reflection

• The “confessional booth” for reflection: Susan, an AP Computer Science teacher, found that M2 gave a voice to her quietest students. She described it as a “confessional booth” where students could privately reflect on their learning. This builds student agency—a core component of strong Tier 1 instruction—by allowing every child to articulate their understanding in a low-stakes environment.

• Instant clarification: We’ve all seen a lesson stall because a student missed a key instruction. With commands like “Hey M2, summarize that” or “Hey M2, what’s our objective?”, M2 keeps the entire class on track, reducing the cognitive load on the teacher and ensuring students don’t fall behind due to simple misunderstandings.

Whole Group Guides: Teaching the whole class better

Whole Group Guides take Tier 1 to the next level by ensuring every student experiences research-backed instructional strategies consistently. While M2 guides the entire class through engaging activities, teachers are freed to circulate and provide the high-leverage feedback that moves students forward.

• Research-backed strategies: Whole Group Guides use evidence-based approaches grounded in Marzano’s Nine Strategies, Hattie’s Visible Learning, and cognitive science research. Whether it’s retrieval practice to strengthen memory, dual coding to combine words and visuals, elaboration to deepen understanding, or interleaving to build flexible thinking—every activity is designed to enhance learning.

• Teacher freedom to teach: When M2 leads a Whole Group Guide, teachers aren’t managing technology—they’re teaching. They circulate the room, offer formative feedback, facilitate peer conversations, and provide instructional cues. Students get more access to their teacher, not less.

Consistent excellence: Every student in your district experiences the same high-quality instructional strategies. No more variation between classrooms in what “good Tier 1 instruction” looks like. This consistency is the foundation of true universal support.

Tier 2: Targeted support for small groups and ELLs

For students who need more targeted support, M2 acts as a force multiplier, allowing the teacher to “be in two places at once.”

The virtual teaching assistant

Kerri Bell shared how a student teacher used M2 specifically to support English Language Learners (ELLs). He placed M2 at a small group table and taught students to use the “Rephrase that” and “Translate that” functions. This provided immediate, personalized language support, allowing these students to access the curriculum independently while the teacher worked with another group.

Small Group Guides: Differentiation without stretching your team

Small Group Guides are the secret weapon for Tier 2 implementation. These flexible, student-paced activities allow teachers to deliver targeted instruction while M2 facilitates differentiated learning for specific groups.

• Flexible, zero-prep options: Teachers can pre-plan detailed Small Group Guides for predictable intervention needs (struggling readers, math fact fluency, language development) or launch zero-prep activities on the fly when a teachable moment arises. A small group needs extra practice with fractions? A cluster of ELL students needs targeted language support? A group of advanced learners needs an enrichment challenge? Teachers tell M2 their objective and launch an activity instantly.

• Student-paced progress: Unlike whole-group activities, Small Group Guides let students progress at their own pace. Each student’s answers are captured and scored, giving teachers concrete data on what they’ve mastered and where they’re still struggling—critical information for Tier 2 decision-making.

• Teacher flexibility: While M2 facilitates one small group, teachers work with other students. They might provide intensive one-on-one support to a struggling reader, monitor multiple learning stations, or coach a group through a complex project. Your limited Tier 2 interventionist time goes further because it’s strategically deployed where it’s most needed.

Facilitating group work

Dr. Darcel Hogans discovered that her students loved collaborative work when “M2 is watching.” The presence of the device didn’t just monitor them; it engaged them. Students actively asked M2 questions during research—like science students who used M2 to dive deep into topics like the tongara frog. M2 becomes a station facilitator, guiding group inquiry and ensuring that “independent work” is truly productive.

Tier 3: Intensive, personalized scaffolding

At the most intensive level, students often need significant scaffolding and immediate feedback. M2 provides a non-judgmental space for students to struggle, fail, and try again.

Scaffolding complex thinking

M2 doesn’t just give answers; it prompts thinking. When a first-grader in Megan Rozzana’s district was learning about stars, M2’s feedback helped her make a complex connection between the Big Dipper and navigation—a “lightbulb moment” that might have been missed in a busy classroom. For Tier 3 students, this immediate validation of their thinking is crucial for building confidence and persistence.

Differentiation on-demand

With Guides, M2 can create standards-aligned small-group or individual activities connected to the day’s lesson. Each Guide is centered around a research-backed instructional strategy from Marzano, Hattie, Lemov, and other instructional experts. Guides can provide extra support when intervention needs arise quickly, or free up teachers for one-on-one intensive support while other students work with M2.

Assessing understanding automatically

After the day’s lesson, M2 can help teachers understand where their Tier 3 students have knowledge gaps and where they’re making gains. M2 can generate Assessments, score them automatically, and provide feedback to both the teacher and the student. Because M2’s questions are adaptive and voice-based, responses are authentic windows into student understanding—not surface-level answers to traditional multiple choice questions.

This real-time insight helps teachers know: Is this student ready to step down to Tier 2? Do they need a different intervention strategy? Are they ready to return to Tier 1? These decisions are no longer based on gut feeling; they’re based on data.

The student-centered MTSS

By integrating M2 into your MTSS framework, you aren’t just collecting data on students; you are providing support for them.

Whether it’s:

• A shy student finding their voice in a private reflection (Tier 1)
• An ELL student getting instant translation and support in a small group (Tier 2)
• A struggling learner getting immediate, non-judgmental scaffolding and feedback (Tier 3)

The post Empowering every learner: Using M2 for student support in an MTSS framework appeared first on Swivl.

The students can definitely get some feedback and guidance regardless of what the assignment may be. So they’re not having to wait for me to do that.

Jan Miller | University of West Alabama, AL

USE CASE

Scaling quality feedback in higher education, teacher preparation

Jan Miller

Director of Competency Based Education and Registered Teacher Apprenticeship

School/District:

University of West Alabama, AL

Grade Level Higher Ed

Jan Miller sat at her desk well past midnight, reading through digital submissions from her teacher education program students. In education, providing meaningful feedback to students is a cornerstone of effective teaching. For Jan, Director of Competency-Based Education and Registered Teacher Apprenticeship at the University of West Alabama, this commitment to quality feedback came with a significant challenge. With over 1,200 online students in their teacher education program, delivering timely, personalized feedback was becoming increasingly difficult.

“Feedback on assignments could take hours or even an entire day to complete, per course,” Jan explains. As someone dedicated to supporting future educators, she knew that delayed feedback meant missed opportunities for growth. Students, particularly adult learners with families to support, need prompt responses to continue their educational journey efficiently.

The feedback bottleneck

The University of West Alabama’s teacher education program serves a diverse student population. From traditional on-campus students to online learners, from competency-based education participants to teacher assistants working toward certification, each group required thoughtful, targeted feedback to develop their teaching skills.

For Jan and her team, this created an impossible equation. “There’s no way that we can give timely, accurate, good feedback to 1,200 students,” she shares. The delay in feedback was especially problematic for adult learners who were balancing education with full-time jobs and family responsibilities. “The sooner they can finish, the more income they can make,” Jan notes, highlighting the real-world impact of educational efficiency.

Despite using Swivl products for recording classroom experiences for 6-7 years, Jan recognized they needed a more robust solution that could scale their ability to provide meaningful guidance while maintaining the personal touch that makes feedback effective.

A new approach to reflection and growth

When Jan discovered M2, Swivl’s intelligent co-teacher with embedded MirrorTalk technology, everything changed. The reflective capabilities immediately caught her attention as a perfect fit for their competency-based program.

“Part of growing as a professional is watching yourself, thinking about why you did what you did, why you made the instructional decisions you did,” Jan explains.

For us to tell students to go back and rewatch something, and then to ask those reflective questions, and now to layer it with AI responses to keep the conversation going – it’s been tremendous.

Jan Miller | University of West Alabama, AL

The impact was immediate. Students in the competency-based program began receiving instant feedback on their work, allowing them to continue their educational journey without waiting days for instructor responses. For Jan, this meant she could focus on providing higher-level guidance rather than spending hours on repetitive feedback.

“For me to set it up for them to get immediate feedback… it’s a time saver for me,” Jan says. “The students can definitely get some feedback and guidance regardless of what the assignment may be. So they’re not having to wait for me to do that.”

A lasting transformation

Today, M2 and MirrorTalk have become essential components of UWA’s approach to teacher preparation. The technology has transformed how Jan and her team support student growth, providing a scalable solution to the feedback challenge while maintaining educational quality.

For students, the immediate feedback means they can progress through their coursework more efficiently, applying insights in real-time rather than waiting for instructor responses. “Online learners don’t like to wait,” Jan notes. “For competency-based to get immediate feedback has been a wonderful thing for the student experience.”

For instructors, M2 has created a more manageable workload without sacrificing educational quality.

It’s very easy to use. The more that you play with it, the easier it gets.

Jan Miller | University of West Alabama, AL

Looking ahead, Jan envisions expanding M2’s use to their K-12 charter school, where teacher candidates can learn to use the technology for assessment and then take those skills into their future classrooms. “We need to teach our candidates how to use this, and then once you get your results, what do you do with it,” she explains. “It really takes assessment to the next level.”

For Jan Miller and the University of West Alabama, M2 isn’t just a technological tool — it’s a partner in their mission to prepare the next generation of educators with the reflection skills and feedback they need to thrive.

Meet M2

Meet M2 — every teacher’s intelligent co-teacher and every coach’s new best friend. MirrorTalk powers it and helps you take your coaching to new heights.

Schedule a consultation with the Swivl team to learn more.

The post Breaking the bottleneck: How UWA scaled quality feedback to 1,200 students appeared first on Swivl.

After five years at Swivl working with schools on video coaching programs (our company has been working with them for 13 years), I’ve seen a pattern emerge that we need to address: most schools are implementing video coaching programs in a way that undermines their chance of success. As someone who has watched hundreds of these programs struggle to get off the ground, I want to share what we’ve learned about building effective, sustainable video coaching initiatives.

Trust is the most challenging foundation to build, but it needs to come first

The bedrock of any successful video coaching program lies in trust, yet this is precisely where I see many schools stumble in their implementation. The relationship between teachers and those reviewing their videos—whether coaches or administrators—creates a complex dynamic that can make or break a program before it truly begins. This trust challenge manifests in several critical ways.

Teachers need to know this isn’t a “gotcha!” exercise

I’ve seen countless teachers view classroom recording with deep apprehension, seeing it as potential evidence against them rather than a tool for growth. This defensive mindset stems from years of traditional evaluation systems that I was apart of once too – where observation often feels more punitive than developmental. When teachers believe recordings might be used against them in performance reviews or disciplinary actions, they’re unlikely to engage authentically with the process.

Building trust takes time, but you have no time

In our experience, traditional video programs typically require a year or more just to establish the necessary trust foundation. This extended timeline isn’t merely about getting comfortable with technology—it’s about building genuine relationships between teachers and observers. We’ve watched thousands of schools eager to see quick results rush this crucial foundation-building phase, unknowingly sabotaging their program’s long-term success.

There will always be performance anxiety to overcome

Even when teachers intellectually understand the developmental purpose of recording, I’ve observed how the presence of a camera can trigger performance anxiety that undermines the entire observation process. I’ve even experienced this when my teaching was recorded! Teachers need to become comfortable with:

• Camera placement and technical logistics
• Their on-screen presence and voice
• The vulnerability of sharing their practice
• Watching themselves teach without harsh self-judgment

Teachers stage their performance rather than teach authentically

When trust isn’t firmly established, we consistently see recordings capture staged performances rather than authentic teaching moments. Teachers may:

• Over-prepare for recorded lessons
• Stick to “safe” teaching strategies
• Avoid taking risks or trying new approaches
• Focus more on appearance than student learning

When structure blocks success: The limits of fixed recording cycles

Another significant challenge I’ve observed in video coaching programs lies in the conflict between operational constraints and effective teacher development. Schools often implement standardized recording schedules—typically every six to eight weeks—with uniform guidelines about what, when, and where to record. While this approach may satisfy logistical needs and resource limitations, it creates a fundamental disconnect from how teachers actually grow and develop.

This standardized, periodic approach creates several critical problems:

Teachers need to see the good, the bad, and the ugly more often

We’ve learned that teachers need regular evidence of both success and failure to build confidence and resilience in their practice. When recordings happen infrequently, each session carries too much weight. A perceived failure during these rare recording sessions can feel devastating, while small daily victories go undocumented and unrecognized.

“I wish you could see what happened last week…”

I’ve seen how the predetermined recording schedule often fails to capture the most meaningful teaching moments. A teacher might have a breakthrough with a challenging student, successfully implement a new teaching strategy, or face an unexpected classroom challenge—all between scheduled recording sessions. These valuable learning opportunities slip through the cracks of rigid recording schedules.

A one-size-fits-all approach ensures you fit no one

Through our work with thousands of teachers, we know that every educator has a unique growth trajectory and specific areas they want to improve. However, when programs require all teachers to record standard 45-minute lessons at predetermined intervals, they ignore these individual development needs. A new teacher working on classroom management needs different observation opportunities than a veteran teacher refining advanced instructional strategies.

Recording more often can actually work against you

While more frequent recording sessions might better serve teacher development, I’ve seen firsthand how the time-intensive nature of video review makes this impractical. Administrators and coaches simply cannot sustain the three-to-one ratio of review time to recording time needed for proper analysis. This forces programs to choose between quantity and quality, ultimately sacrificing personalization for practicality.

MirrorTalk: Reimagining teacher development

The challenges I’ve described call for a fundamental reimagining of teacher development. That’s why we created MirrorTalk to transform this landscape by placing regular reflection at the heart of professional growth, addressing each challenge head-on:

Analyze the right things at the right time

We’ve ensured that time constraints no longer need to dictate development opportunities. MirrorTalk’s AI technology:

• Analyzes verbal reflections instantly
• Delivers actionable insights in seconds, not hours
• Enables frequent reflection cycles without overwhelming staff
• Identifies patterns across multiple reflections
• Surfaces insights that might be missed in traditional review

Gain student insights to compliment observations

Beyond teacher performance, we’ve built MirrorTalk to capture the crucial student perspective that traditional video often misses:

• Regular student feedback provides continuous insight into learning impact
• Multiple data points reveal patterns in student thinking
• Student mindset and engagement metrics inform teaching strategies
• Student development zones become clearer
• Teachers gain a more complete picture of their classroom dynamics

Meld the process to the teacher, not the teacher to the process

We’ve moved beyond one-size-fits-all approaches to deliver truly personalized professional development:

• Teachers reflect on moments most relevant to their growth
• AI-powered analysis identifies individual patterns and growth opportunities
• Reflection cycles align with personal development goals
• Recording sessions become more targeted and meaningful
• Professional development adapts to each teacher’s unique journey

For schools looking to implement or improve their video coaching programs, MirrorTalk offers the essential groundwork for success. By addressing the fundamental challenges that often derail traditional approaches, we create an environment where video coaching can truly fulfill its potential as a transformative professional development tool.

Put your trust in us, we know how to help

Ready to build a stronger foundation for your school’s video coaching program? Let’s talk about how MirrorTalk can help transform teacher development in your school. Your teachers deserve a professional development approach that builds trust, saves time, and delivers personalized growth opportunities. We’d love to show you how we make that possible.

Contact us today to learn how our solutions can help your school build a more effective, trust-based approach to video coaching.

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