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Team-Based Problem Solving | Ohio Department of Education and Workforce

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Team-based problem solving involves implementing a collaborative, responsive, and systematic process for understanding and addressing complex problems that are impacting students at the individual, classroom, building, and system levels.

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Continuum of Supports | Ohio Department of Education and Workforce

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This structure organizes and delivers effective instruction and supports within three tiers, which include core, targeted, and intensive instruction, structures, and services, and which remain fluid, flexible, and responsive to allow for student support at all tiers according to need.

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Data-Based Decision-Making | Ohio Department of Education and Workforce

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Data-based decision-making is the implementation of a proactive, systematic process of collecting, analyzing, and using forms of data such as screening, progress monitoring, and other methods to inform student needs and allocate resources at the individual, classroom, building, and system levels.

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Universal Screening | Ohio Department of Education and Workforce

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The proactive, systematic process of collecting academic and non-academic data to identify students who may be at risk for not meeting grade level expectations as well as those who may be ready for instruction beyond grade level expectations.

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Ohio’s Integrated Multi-Tiered System of Supports | Ohio Department of Education and Workforce

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Ohio’s Integrated Multi-Tiered System of Supports (Ohio’s Integrated MTSS) is​ a framework for student success and is designed to assist districts and schools in developing a local multi-tiered system of supports.

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Home | Center on Multi-Tiered Systems of Support

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Since 2007, the MTSS Center has been a national leader in supporting states, districts, and schools across the country in implementing an MTSS framework that integrates data and instruction within a multi-level prevention system to maximize student achievement and support students’ social, emotional…

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A Leader's Tool Kit for Schoolwide Success

Transform your school's reading outcomes through systematic implementation of the science of reading within a multitiered system of supports framework. This comprehensive guide provides over 50 practical tools that help leaders engineer robust support systems across all tiers. Move beyond individual interventions to create lasting, system-level improvements. This book is perfect for school leaders ready to bridge research and practice to achieve reading success for all students.
Benefits

Engineer sustainable, systemwide reading improvement through MTSS.

Implement the science of reading at every tier of instruction.

Build effective team structures that drive lasting change.

Transform assessment data into actionable improvement plans.

Create cohesive support systems that benefit all readers.

TABLE OF CONTENTS

Introduction: Making Reading Improvement Stick
Part I: Understanding Reading Science
Chapter 1: Foundations of Learning to Read
Chapter 2: Delivering Effective Reading Instruction
Chapter 3: Navigating Reading Assessment
Part II: Engineering a Robust System of Support
Chapter 4: Foundations of MTSS
Chapter 5: Teaming to Support Reading Improvement
Part III: Enabling Educators to Improve Reading Outcomes
Chapter 6: Using Data to Drive Tier 1 Reading Instruction for All Students
Chapter 7: Using Data to Drive Tier 2 and Tier 3 Reading Instruction for Some Students
Chapter 8: Improving and Intensifying the Three-Tiered Model for Reading Results
Appendix A: Leader MTSS Tool Kit
Appendix B: MTSS Meeting Guide

PRINTABLE REPRODUCIBLES
Appendix A: Leader MTSS Tool Kit Appendix B: MTSS Meeting Guide
SUGGESTED RESOURCES

Books

DuFour, R., DuFour, R., Eaker, R., Many, T. W., Mattos, M., & Muhammad, A. (2024). Learning by doing: A handbook for professional learning communities at work (4th ed.). Bloomington, IN: Solution Tree Press.

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One of the leading K-12 education companies, Solution Tree offers professional development, online courses, and education books for teachers. Solution Tree works to raise student achievement and performance by providing customizable tools and strategies that empower educators and further teacher education.

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Home | Center on Multi-Tiered Systems of Support

# data[].attributes.attachment_link.description
Since 2007, the MTSS Center has been a national leader in supporting states, districts, and schools across the country in implementing an MTSS framework that integrates data and instruction within a multi-level prevention system to maximize student achievement and support students’ social, emotional…

# data[].attributes.headline
What is one question you want feedback/support on from other buildings?

# data[].attributes.subject
What is one question you want feedback/support on from other buildings?

# data[].attributes.body
Slides/Materials/Links

# data[].attributes.attachment_link.readable_text
JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser.

Go back

A Leader's Tool Kit for Schoolwide Success

Transform your school's reading outcomes through systematic implementation of the science of reading within a multitiered system of supports framework. This comprehensive guide provides over 50 practical tools that help leaders engineer robust support systems across all tiers. Move beyond individual interventions to create lasting, system-level improvements. This book is perfect for school leaders ready to bridge research and practice to achieve reading success for all students.
Benefits

Engineer sustainable, systemwide reading improvement through MTSS.

Implement the science of reading at every tier of instruction.

Build effective team structures that drive lasting change.

Transform assessment data into actionable improvement plans.

Create cohesive support systems that benefit all readers.

TABLE OF CONTENTS

Introduction: Making Reading Improvement Stick
Part I: Understanding Reading Science
Chapter 1: Foundations of Learning to Read
Chapter 2: Delivering Effective Reading Instruction
Chapter 3: Navigating Reading Assessment
Part II: Engineering a Robust System of Support
Chapter 4: Foundations of MTSS
Chapter 5: Teaming to Support Reading Improvement
Part III: Enabling Educators to Improve Reading Outcomes
Chapter 6: Using Data to Drive Tier 1 Reading Instruction for All Students
Chapter 7: Using Data to Drive Tier 2 and Tier 3 Reading Instruction for Some Students
Chapter 8: Improving and Intensifying the Three-Tiered Model for Reading Results
Appendix A: Leader MTSS Tool Kit
Appendix B: MTSS Meeting Guide

PRINTABLE REPRODUCIBLES
Appendix A: Leader MTSS Tool Kit Appendix B: MTSS Meeting Guide
SUGGESTED RESOURCES

Books

DuFour, R., DuFour, R., Eaker, R., Many, T. W., Mattos, M., & Muhammad, A. (2024). Learning by doing: A handbook for professional learning communities at work (4th ed.). Bloomington, IN: Solution Tree Press.

# data[].attributes.attachment_link.description
One of the leading K-12 education companies, Solution Tree offers professional development, online courses, and education books for teachers. Solution Tree works to raise student achievement and performance by providing customizable tools and strategies that empower educators and further teacher education.

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How are staff being supported beyond professional development to ensure they can effectively organize and deliver high-quality instruction?

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How are staff being supported beyond professional development to ensure they can effectively organize and deliver high-quality instruction?

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What are the clear expectations for effective instruction, and how are these expectations communicated, observed, and reinforced across the building?

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What are the clear expectations for effective instruction, and how are these expectations communicated, observed, and reinforced across the building?

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Progress Monitoring | Ohio Department of Education and Workforce

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Progress monitoring involves implementing the frequent and ongoing collection and use of formal data for assessing students’ performance, quantifying students’ rate of improvement or responsiveness to instruction and supports, and evaluating the effectiveness of instruction and supports.

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Home | Center on Multi-Tiered Systems of Support

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Since 2007, the MTSS Center has been a national leader in supporting states, districts, and schools across the country in implementing an MTSS framework that integrates data and instruction within a multi-level prevention system to maximize student achievement and support students’ social, emotional…

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How are you currently administering progress monitoring assessments?

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How are you currently administering progress monitoring assessments?

# data[].attributes.headline
What steps do you take to ensure the assessment process is consistent each time?

# data[].attributes.subject
What steps do you take to ensure the assessment process is consistent each time?

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Are all staff members using the tool in the same way across grade levels or classrooms?

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Are all staff members using the tool in the same way across grade levels or classrooms?

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What challenges have you noticed that might affect consistency in data collection?

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What challenges have you noticed that might affect consistency in data collection?

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What changes could strengthen the consistency or accuracy of your data collection?

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What changes could strengthen the consistency or accuracy of your data collection?

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What successes or improvements have you seen since implementing a consistent progress monitoring routine?

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What successes or improvements have you seen since implementing a consistent progress monitoring routine?

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Please add your Name, District, Role and Email

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Please add your Name, District, Role and Email

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Slides/Materials/Links

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*Final Revised K-2 APS ELA MTSS Logic Model (9 x 11.5 in).pdf

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*Final Revised 3-5 APS ELA MTSS Logic Model (9 x 11.5 in) (1).pdf

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*Final Revised 6-8 APS ELA MTSS Logic Model.pdf

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Final Revised 9-12 APS ELA MTSS Logic Model (9 x 11.5 in).pdf

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Please take a minute and complete this form to help us help you stay organized.

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Region 8 Literacy Leader Network MTSS January 9, 2026 Virtual Meeting UPDATED 10/30/25 Welcome! Attendance: https://tinyurl.com/yaaeenu7 Padlet: https://padlet.com/StateSupportTeam8/r8ll-fy-26-mtss-bvdgu53zpo6b5mlv Slides:https://bit.ly/497yGIT Note Catchers Slide 14: Breakout Room 1 R8LL 1/9/25…

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This handout briefly defines the seven dimensions of the Taxonomy of Intervention Intensity for academics and behavior. The Taxonomy of Intervention Intensity was developed based on research to support educators in evaluating and building intervention intensity. The seven dimensions include strength, dosage, alignment, attention to transfer, comprehensiveness, behavior or academic support, and individualization.

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Taxonomy of Intervention Intensity Overview Handout

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This handout briefly defines the seven dimensions of the Taxonomy of Intervention Intensity for academics and behavior. The Taxonomy of Intervention Intensity was developed based on research to support educators in evaluating and building intervention intensity. The seven dimensions include strength, dosage, alignment, attention to transfer, comprehensiveness, behavior or academic support, and individualization.

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Data teams serve multiple roles in the data-based individualization (DBI) process and across a multi-tiered system of support (MTSS).
View Handout
Although schools may have multiple teams that look at different types of data across a multi-tiered system of support (MTSS), when talking about the DBI process, the team is focused on the needs of individual students who are not making progress in their current intervention or special education program. It is critical that these meetings are driven by data, occur regularly, and use an efficient, consistent process that allows participants to review progress and make intervention decisions for students. NCII has created a series of tools to help teams establish efficient and effective individual student data meetings.

These resources include information for both those leading and participating in the meeting, sample agendas, tools for analyzing data, and note-taking templates. Although these tools were designed for use within the DBI process, they can be adapted and expanded to support data meetings across the tiers of a multi-tiered system of support or to support individualized education program (IEP) teams.

These documents are intended as examples, and many have been posted in word format so that you can adapt them to meet the needs of your school's team. Additional handouts are also available.

Preparing for the Meeting

Ensure that team members are prepared to discuss students by using the premeeting documents. These resources are intended to support teams in developing a holistic sense of the student, including relevant background information, current performance, current supports, prior intervention efforts, and other relevant data.

Conducting the Initial Meeting

The initial meeting documents can assist teams in facilitating an efficient and effective process for analyzing data and designing intensive intervention plans for students.

Facilitating Ongoing Meetings

Ensure that ongoing meetings run smoothly by using the progress monitoring meeting documents. These tools are intended to support teams as they review student progress monitoring data after the initial intervention plan has been put in place and determine whether the student is making progress at an acceptable rate or if adaptations to the intervention plan are necessary.

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Data teams serve multiple roles in the data-based individualization (DBI) process and across a multi-tiered system of support (MTSS). This resource from NCII and the PBIS Center, provides information about how DBI can support IEP implementation and provides a table with key considerations for teams working across the MTSS system.

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This checklist can be used by teams to help identify ideas to intensify interventions based on their hypothesis for why the student may not be responding to an intervention. The checklist is aligned with the dimensions of the Taxonomy of Intervention Intensity.

Related Resources

Find other data meeting tools.
Data Teaming Tools Clarifying Questions to Create a Hypothesis

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This checklist can be used by teams to help identify ideas to intensify interventions based on their hypothesis for why the student may not be responding to an intervention. The checklist is aligned with the dimensions of the Taxonomy of Intervention Intensity.

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Team Based Problem Solving Improvement Cycle Protocols 

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When thinking about teachers analyzing data for Tier 1 needs, what potential obstacles do you see, and how could your team work to resolve them?

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When thinking about teachers analyzing data for Tier 1 needs, what potential obstacles do you see, and how could your team work to resolve them?

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How can teachers use gap analysis to understand and improve Tier 1 instruction from their school’s data?

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How can teachers use gap analysis to understand and improve Tier 1 instruction from their school’s data?

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How are teachers currently supported to implement and improve Tier 1 instruction? What about new teachers?

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How are teachers currently supported to implement and improve Tier 1 instruction? What about new teachers?

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How are teams supported to use screening, diagnostic, and progress monitoring data to address system-level intervention needs? 

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How are teams supported to use screening, diagnostic, and progress monitoring data to address system-level intervention needs? 

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 Developing a Coherent Instructional Framework

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Shared Leadership | Ohio Department of Education and Workforce

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Implementation of an integrated multi-tiered system of supports should incorporate strong, ongoing, and collaborative leadership concerning the system’s infrastructure, professional development, and processes for monitoring for effective instruction.

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Region 8 Literacy Leader Network MTSS April 9, 2026 Welcome! Attendance: https://tinyurl.com/yaaeenu7 Padlet:https://padlet.com/StateSupportTeam8/r8ll-fy-26-mtss-bvdgu53zpo6b5mlv Slides: https://bit.ly/41dCqVw Implementation Planning Tool English Language Arts Core Curriculum and Instructional Ma…