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Multi-Tiered System of Supports (MTSS)

In Dublin City Schools, we are committed to meeting the needs of every single learner.

We do this by fully implementing Ohio's integrated MTSS framework. Think of MTSS as a personalized roadmap designed to ensure that all students receive what they need, as soon as they need it, for as long as they need it to thrive.

The primary goal of MTSS is to proactively support every learner , building on their unique strengths to ensure equitable access and success for all students. To guarantee the highest quality of care, our schools build their support systems around Ohio's five essential components:

  • Universal Screening: Checking in on every student's foundational skills.
  • Progress Monitoring: Tracking student growth frequently to ensure our plans work.
  • A Continuum of Supports: Offering layered academic and non-academic tiers.
  • Team-Based Problem-Solving: Bringing educators together to collaborate for each child.
  • Data-Based Decision-Making: Using data to guide next steps.

Within this framework, we seamlessly blend two major domains of support:

  • Academic Support (RtI): Response to Intervention focuses on high-quality classroom instruction and targeted learning opportunities.
  • Behavior & Well-being Support (PBIS): Positive Behavioral Interventions and Supports focuses on social, emotional, and behavioral wellness.

The Pillars: How Decisions are Made

Our schools rely on three critical practices to ensure every single student is seen, supported, and empowered to thrive:

  • Universal Screening (Checking In on Everyone): Just like a routine doctor's check-up, all students take quick, benchmark assessments three times a year. This helps us celebrate strengths and spot potential academic or behavioral needs early.
  • Data-Based Decision-Making (Using Facts, Not Guesses): We don't guess what a student needs. Our teams look at concrete data - like screening results, classroom work, and attendance - to make informed, objective decisions about the right support to provide.
  • Progress Monitoring (Tracking Successes): When a student receives extra support, we measure their progress frequently. This continuous check ensures that the intervention is actually working. If the data shows growth, we celebrate it; if it doesn't, we change the plan.

The Framework: A Continuum of Supports

Rather than separate tracks, the three tiers of MTSS represent instruction within a single, fluid continuum of supports that intensifies according to individual student need. Across all levels, our district utilizes high-quality instructional materials (HQIM) and evidence-based programs and practices - meaning our tools and methods are rigorously vetted and backed by educational research to ensure they work.

Tier 1: Core/Universal Instruction (ALL Students)

  • The classroom teacher provides high-quality, differentiated core instruction to every student. This everyday instruction is built directly upon the Ohio Learning Standards and the DCS curriculum, using district-approved, high-quality instructional materials. Classroom teachers are our "first responders" for learning, offering immediate intervention, accommodation, and enrichment using evidence-based teaching practices.

Tier 2: Targeted Intervention (SOME Students)

  • When data shows a student needs more focused assistance to overcome a learning barrier, support is intensified. In addition to Tier 1 classroom instruction, some students receive targeted interventions. This support often takes place in a small group, either inside or outside of the regular classroom, utilizing evidence-based programs designed to explicitly target specific skill gaps.

Tier 3: Intensive Intervention (A FEW Students)

  • For students facing more significant barriers, support is intensified further. In addition to Tier 1 classroom instruction, a few students receive highly specialized, intensive intervention. This individualized support can take place both in and out of the classroom, focusing on more frequent, smaller-group, or on-on-one evidence based practices tailored to the student's unique needs.

The Ultimate Goal: Every level of intensified support is designed to remove barriers so that students are fully equipped to access and thrive in tier 1 classroom instruction.

Team-Based Problem-Solving: Who is on the MTSS Team?

Every single building in our district has a dedicated MTSS team. This team is made up of a diverse set of educational experts who look at the whole child to engage in collaborative problem-solving. Teams include:

  • Classroom Teachers
  • EL Teachers
  • Intervention Support Staff (reading, math, gifted)
  • Instructional Coaches
  • Intervention Specialists
  • School Counselors
  • Mental Health Specialists
  • School Psychologists
  • Building Administrators

 

What does the MTSS Team do?

Our school teams utilize out data-based decision-making process to check the "healthiness" of Tier 1 classroom instruction. They work collaboratively to identify students who need additional learning opportunities, assist with instructional planning and goal setting, and monitor the effectiveness of our evidence-based interventions. When multiple educators support the same student, they collaborate closely to align their strategies so the student experiences a cohesive, united support system.

Partnering with Families

We cannot do this alone! Family partnerships are the heartbeat of the MTSS framework. We believe that working hand-in-hand with you ensures the highest level of success for your child. By blending the insights of our school teams with the deep knowledge you have of your child, we strengthen their learning, wellness, and overall school experience.

Frequently Asked Questions & Family Resources