Integrating Support and Elevating Language Learning: Ohio’s Integrated Multi-Tiered System of Supports Framework for World Language Educators 
In today’s world language classrooms, teachers are tasked with far more than teaching vocabulary and grammar. They are cultural ambassadors, literacy advocates, and instructional leaders. Their work helps students build both linguistic proficiency and intercultural competence. Recognizing this complexity, the Ohio Department of Education and Workforce is advancing a statewide initiative to support all learners through an Integrated Multi-Tiered System of Support (Integrated MTSS). This framework is designed to ensure that every student has access to high-quality responsive instruction, regardless of background, ability, or language.

Understanding Ohio’s Integrated Multi-Tiered System of Supports Framework
Ohio’s Integrated MTSS is a comprehensive framework designed to promote equitable outcomes for all students. At its foundation are five student learning components: Universal Screening, Data-Based Decision Making, Progress Monitoring, Continuum of Supports, and Team-Based Problem Solving. Ohio’s Integrated MTSS framework includes these key components to facilitate the delivery of effective, data-informed academic and non-academic instruction and supports to all students. The framework serves students at risk of not meeting grade-level expectations as well as those ready for instruction beyond grade-level expectations.

Supporting these student learning components are three adult implementation components: Shared Leadership, Professional Capacity, and Communication and Collaboration. These components guide how educators, administrators, and support staff work and learn together to build a culture of continuous improvement and shared responsibility for student success.

The Continuum of Supports: A Key Component
Among the five student learning components, the Continuum of Supports is perhaps the most visible in daily classroom practice. The continuum of supports provides a proactive approach to delivering instruction and intervention across three tiers:

Tier 1 Core Instruction is provided to all students; uses high-quality instructional materials, evidence-based programs and practices, and research-based practices that align to grade level expectations and standards; and includes the use of effective and efficient academic and non-academic supports that assist students in accessing and engaging with core instruction.

Tier 2 Targeted Instruction is provided to (a) at risk students to cause them to catch up to grade-level expectations and standards, and (b) students demonstrating proficiency to cause them to experience greater depth and complexity of grade-level expectations and to prevent underachievement in academic areas; includes targeted use of high-quality instructional materials and evidence-based programs and practices; and includes the use of effective and efficient academic and non-academic supports that assist students in accessing and engaging with targeted instruction.

Tier 3 Intensive Instruction is provided to (a) at risk students to address severe and persistent learning difficulties in academic areas, and (b) students demonstrating proficiency to prevent underachievement in academic areas; includes the intensified use of high-quality instructional materials and evidence-based programs and practices; and includes use of effective and efficient academic and non-academic supports that assist students in accessing and engaging with targeted instruction.

While this familiar tiered model is essential, it represents just one aspect of a much larger and more comprehensive system. The effectiveness of the Continuum of Supports depends on its integration with the other components, especially the use of data to guide decisions and collaborative problem-solving among educators.

Why It Matters for World Language Educators
World language classrooms are inherently dynamic spaces where students bring a wide range of linguistic backgrounds, learning needs, and cultural experiences. Educators in these settings are not only teaching a new language, but they are also cultivating global citizens who can communicate across cultures and contexts. For teachers working to build students’ proficiency in a second language while fostering intercultural understanding, Ohio’s Integrated MTSS offers a powerful, structured approach.

For example, Tier 1 Core Instruction might include communicative teaching practices, scaffolded instruction, and intercultural outcomes aligned with Ohio’s proficiency-based learning standards, ensuring that all students have access to engaging and rigorous learning experiences. Tier 2 Targeted Instruction could involve small-group support for students who need additional help with specific language skills or intercultural communication styles. Tier 3 Intensive Instruction may include interventions in individualized learning plans or supports tailored to multilingual learners, students navigating cultural transitions, or students with disabilities. Tier 3 supports would be developed in collaboration with specialists and families.

By embedding world language instruction within an integrated multi-tiered system of supports framework, educators can more effectively support students in developing both their communicative competence and their intercultural skillset. This alignment not only enhances academic outcomes but also prepares students to thrive in an increasingly interconnected world.

Professional Learning and Collaboration
The Department recognizes that world language educators are key partners in advancing equity and excellence in Ohio schools and is committed to support through facilitated professional learning opportunities, discussions, and trainings on implementing an integrated multi-tiered system of supports across content areas.

World language educators are encouraged to engage with the Department resources and contribute their voices to the conversation. Whether through district-level planning, professional learning communities, or classroom innovation, educators have a vital role to play in shaping a system that supports all learners. By embracing Ohio’s Integrated MTSS framework, world language educators can deepen their impact by not only helping students acquire a new language but also equipping them with the intercultural skills they need to thrive in a global society.

References

Ohio Department of Education and Workforce. (2025). Ohio’s Integrated Multi-Tiered System of Supports. Retrieved from https://education.ohio.gov/Topics/Learning-in-Ohio/OLS-Graphic-Sections/Resources/I-MTSS

Ohio Department of Education and Workforce. (2025). MTSS for Grades 6–12. Retrieved from https://education.ohio.gov/Topics/Learning-in-Ohio/Literacy/Literacy-Academy/Literacy-Academy-on-Demand/Leading-Literacy/MTSS-for-6-12

Ohio Department of Education and Workforce. (2025). Shared Leadership – MTSS Implementation Components. Retrieved from https://education.ohio.gov/Topics/Learning-in-Ohio/OLS-Graphic-Sections/Resources/I-MTSS/MTSS-Implementation-Components/Shared-Leadership