DCI-MTSS

DCI-MTSS integrates high quality instruction, together with literacy and behavior teaching and learning practices into a framework that supports the DESE priority of improving literacy outcomes for all students. There is a strong relationship between academic achievement and behavioral outcomes for students. Providing academic supports can improve student behaviors and providing behavioral supports can improve academic outcomes (McIntosh & Goodman, 2016). DCI-MTSS is designed to support districts as they adopt and implement a continuum of evidence-based practices to create the necessary conditions to meet the needs of all students. Building on the effective approaches currently used in Missouri schools, the DCI-MTSS approach supports districts to integrate high-quality instruction with academic and behavior supports.

Six essential functions have been identified as important for district leadership teams when implementing DCI-MTSS.

1. District leaders maintain a collaborative culture and climate to build capacity for an outcome-driven approach to school improvement.
2. District leaders maintain an assessment system designed to support educational teams in making informed instructional and programmatic decisions to support students.
3. District leaders engage in cycles of data-based decision making to meet the needs of all students.
4. District leaders maintain a tiered system of supports that provides efficient, effective, and equitable allocation of resources to support all students.
5. District leaders select and align effective teaching and learning practices to increase the probability that instruction, interventions, and supports meet the needs of all students.
6. District leaders provide staff with ongoing support to ensure the integration and sustainability of their continuous improvement efforts.