Can AI Help Fix MTSS? Opportunities and the Risks

As school psychologists and educators, we know that multi-tiered systems of support (MTSS) offer a powerful framework for promoting equity and improving student outcomes. But implementing MTSS with fidelity is resource-intensive—requiring time, staffing, and robust data systems. That’s why some districts are beginning to ask: Can artificial intelligence (AI) help?

In a new conceptual article I co-authored with Dr. Kaitlin Reichart and Dr. Hank Bohanon we explore that question in depth. The preprint, titled AI-Driven Systems in MTSS: Potential Opportunities and Challenges, examines how AI tools are being used to support MTSS implementation, where they hold promise, and where they raise ethical concerns.

📄 Read the full preprint here:
👉 https://doi.org/10.31234/osf.io/gpd36_v1

Why This Matters Now

MTSS is only as effective as the systems that support it. Schools face growing pressure to do more with less—more interventions, more progress monitoring, more data-based decisions—often with stagnant staffing and limited time. AI is already being used to:

• Identify students at risk through universal screening

• Suggest evidence-based interventions

• Generate progress monitoring visuals and summaries

• Support personalized and differentiated instruction

• Save educator time on administrative and planning tasks

These are meaningful use cases—but they also raise big questions about oversight, validity, and equity.

Key Opportunities We Discuss

In the article, we identify how AI can strengthen MTSS systems by:

• Enhancing equity through consistent, data-driven decision-making

• Speeding up identification of students in need of Tier 2 and Tier 3 support

• Improving fidelity of intervention planning and documentation

• Automating data analysis for easier interpretation and visualization

• Customizing instruction across all tiers with UDL-aligned resources

• Engaging students through AI-generated content aligned to interests

But Also… Six Risks

We also outline six ethical and practical challenges schools must address before integrating AI into MTSS:

1. Student privacy and FERPA compliance

2. Bias and equity concerns, particularly for marginalized student groups

3. Over-reliance on AI that erodes professional judgment

4. Lack of transparency in “black box” systems

5. Misinformation and hallucinations, leading to non-evidence-based suggestions

6. Professional development gaps, especially for frontline educators

These are not abstract concerns—they’re already impacting how districts evaluate AI tools for MTSS. Without thoughtful implementation, AI may reproduce the very inequities MTSS aims to resolve.

The Role of School Psychologists

One of our central arguments is that school psychologists are uniquely equipped to lead AI integration within MTSS. Our training in data-based decision-making, intervention systems, and ethical practice makes us well-positioned to:

• Guide tool selection and district policy development

• Advocate for human-in-the-loop safeguards

• Monitor for bias across student groups

• Design and deliver professional development

• Evaluate whether tools align with evidence-based practices

Bottom Line

This article is part of a growing body of work exploring how AI is transforming practice in school psychology and education more broadly. We hope it serves as a practical and ethical roadmap for school psychologists, administrators, and educators navigating the integration of AI into MTSS systems.

📄 Access the full article (preprint):
👉 https://doi.org/10.31234/osf.io/gpd36_v1

Citation:
Reichart, K. D., Lockwood, A. B., & Bohanon, H. S. (under review). AI-Driven Systems in MTSS: Potential Opportunities and Challenges. PsyArXiv. https://doi.org/10.31234/osf.io/gpd36_v1