This Equity by Design Research Brief describes the foundational principles underpinning multitier systems of support, challenging common usage of the approach to label students. Whether imparted explicitly or implicitly, the inclination to identify and treat individuals—as opposed to addressing specific behavioral and learning needs—is often counter to the aims of the framework. As such, this brief identifies and examines the consequences of this conflating behavior, describing how to promote effective and supportive policy & practice.