In Dublin City Schools, our vision of preparing all students for success through a personalized educational experience is supported by our MTSS framework.  MTSS is a comprehensive and prevention-based support system that addresses the needs of the whole child.  It  builds on the strengths of the student while aligning academic, behavioral and well-being supports into a fully integrated system.  

Core Components

The two main tiered systems of support embedded within MTSS are Response to Intervention – RtI (academic domain) and Positive Behavioral Interventions and Supports – PBIS (behavior, student well-being domain).  Within these systems of support, students receive what they need, as soon as they need it, for as long as they need it. 

Classroom teachers are the first responders for providing high quality instruction, intervention and enrichment to all students through core/universal instruction (Tier 1).  District and school teams utilize assessments and data on a regular basis to assess the healthiness of classroom instruction (Tier 1), identify students who may need additional learning opportunities (Tiers 2 and 3), as well as monitor the effectiveness of those interventions.  When a student exhibits a need for the intensification of support, a team of educators utilizes a problem-solving method to create an instructional plan aligned with the student’s needs, strengths and area(s) of concern.  The team closely monitors the student’s response through data to make sure the intervention is working.  

Throughout this process, it is vital for members of the school team to work collaboratively with the student’s family to ensure the highest level of success is achieved.  These family partnerships within the MTSS framework strengthen student learning, wellness and experiences.

The Framework

The MTSS framework includes three tiers of support to address academic, behavior and well-being needs.  The tiers are layered, fluid and based upon a student’s individual needs.  Here’s what those consist of: 

Tier 1:  Core/Universal Instruction 

The classroom teacher provides high quality, differentiated core instruction to ALL students based on the Ohio Learning Standards and DCS curriculum.

Tier 2:  Targeted Intervention

In addition to responsive instruction in the classroom (Tier 1), some students may need learning opportunities through targeted intervention, which often takes place in a small group in and/or out of the classroom. 

Tier 3:  Intensive Intervention

In addition to responsive instruction in the classroom (Tier 1), a few students may need intensive intervention, which takes place in and/or out of the classroom.

Teaming Structure

Every building has an MTSS team.  This team includes a diverse set of educational experts, such as classroom teachers, intervention support staff, intervention specialists, school counselors, student support specialists, school psychologists, and administrators.  The MTSS team is responsible for using data to assess the healthiness of classroom instruction (Tier 1), identifying students who may need additional learning opportunities (Tiers 2 and 3), assisting in instructional planning and goal setting, as well as monitoring the effectiveness of the interventions.  Teachers/staff supporting the same student work collaboratively to align and monitor their instruction/intervention so that the student is better equipped to access classroom instruction (Tier 1), which is the ultimate goal.