DCI-MTSS

The goal of District Continuous Improvement Multi-Tiered System of Support (DCI-MTSS) is “to improve literacy outcomes for all students, especially students with disabilities, by providing high-quality professional development focused on district- and building-level implementation of evidence-based academic and behavioral practices and system, with an emphasis on evidence-based literacy practices, within a multi-tiered system of support (MTSS).”

Districts create a cohesive system that focuses on increasing both academic and behavioral outcomes to equitably support the varying needs of all students.

Multi-Tiered System of Support

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.

DCI-MTSS Graphic that reads: DCI-MTSS, Behavious, Instruction, Literacy. Collaborative Culture, DBDM, Assessment, Tiered Systems, ETLP, Sustainability.

Essential Functions

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.

Participating Districts

Facilitators Grace Milano and Terri Parks

Cohort 1

Farmington R-VII
Kirksville R-III
Lewis Co C-1
Newtown-Harris R-III
Sikeston R-6
Sullivan
Walnut Grove R-V
Warren Co R-III

Cohort 2

Jasper Co R-V
Johnson Co R-VII
Morgan Co R-II
Northeast Vernon Co R-I
Osage Co R-I
Richland R-IV
Spokane R-VIII
Tarkio R-I
Worth Co R-III

Cohort 3

Cautherville 18
Clark Co R-I
Climax Springs R-IV
Cooper Co R-IV
Crane R-III
Crawford Co R-I
Golden City R-III
Hartville R-II
Henry Co R-I
North Wood R-IV
Poplar Bluff R-I
Potosi R-III
Smithton R-VI
Southern Reynolds Co R-II
Southwest R-V
Stockton R-I