Multi-Tiered Systems of Supports
Program Summary
This section provides information about the function and purpose of the Response to Intervention (RTI) and Multi-Tiered System of Supports (MTSS) program.
Georgia Department of Education
According to the GADOE, Georgia’s Tiered System of Supports for Students (Georgia’s MTSS) is a framework that integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavioral problems. In Georgia, a three-tiered prevention system in the general education classroom guides teachers and leaders to implement a strong and rigorous standards-based learning environment.
All students participate in general education learning. Students requiring interventions to meet individual learning expectations will receive support through a systematic and purposeful process called Response to Intervention or RTI. The number of students requiring interventions will decrease as the intensity of the intervention increases.
Goals of an MTSS System
- For the school and staff to provide effective teaching that fits the needs of each student
- For the school and staff to make sure the classroom environment is the best possible for every student
- To help all students meet grade-level standards
- To use student data to identify students who may be struggling
- To add to general education instruction, not replace it with something different
- To provide interventions as a natural, ongoing part of education that doesn’t wait until the student is struggling
Every Student Succeeds Act (ESSA) requires evidence-based interventions and suggests that schools and districts implement a tiered support system. ESSA also allows state flexibility in using grant funds to implement an MTSS framework for literacy in kindergarten through grade 12 [Sec 2224(e)(4) ].
House Bill 740 requires local school systems to use a multi-tiered system of supports and reviews before expelling or assigning a preschool through third-grade student to out-of-school suspension for more than five consecutive or cumulative days during a school year.
- Overview
- Roles and Responsibilities
- Glossary of Commonly Used Terms
- Academic Tiers of Support
- Behavior Tiers of Support
- Solving Learner Concerns-Processes and Procedures
- District Parent Referrals (DPR)
- Interventions
- Frequently Asked Questions
Overview
Pyramid of Supports
Response to Intervention (RTI) is embedded throughout Georgia's Tiered System of Supports for Students (MTSS) framework. RTI is embedded within the Multi-Level Prevention System to provide support matched to student needs, maximizing student achievement and improving behavioral outcomes.
Georgia's MTSS includes schoolwide implementation focusing on the “what and how of instruction” and providing services and support to students that meet their unique, whole-child needs.
Until now, Georgia was the only state to have a four-tiered pyramid. Now, Georgia operates within a three-tiered, multi-level prevention system. Students will receive services at all levels, depending on their needs. When all components are implemented, research shows results include strengthened Tier I instruction, with 80% of students responding to the core curriculum.
Georgia's Tiered System of Supports for Students represents a cross-divisional effort among Teaching and Learning, School and District Effectiveness, Federal Programs, Positive Behavioral Interventions and Supports, and Special Education.
A multi-level prevention system (MTSS) is essential to Georgia's MTSS. The system includes three intensity or prevention levels designed to improve high-quality core instruction, evidence-based interventions, and support when used effectively within the framework.
The triangle graphic depicts the progression of support across the multi-level prevention system. The triangle represents three levels of prevention and the percentage of students expected to benefit from the levels of prevention in an effective system.
Tier I: Primary Level – Instruction/Core Curriculum
FOCUS | Students identified as in need of enrichment/acceleration or who are at risk for poor learning and/or behavioral outcomes. |
---|---|
INSTRUCTION | Targeted, supplemental instruction delivered to small groups (evidence-based interventions) |
SETTING | General education classroom or other education settings within the school |
ASSESSMENTS | Progress monitoring, diagnostic |
Tier II: Secondary Level – Intervention
FOCUS | All Students |
---|---|
INSTRUCTION | District curriculum and instructional practices that are research based; aligned with state or district standards; and incorporate differentiated instruction. |
SETTING | General education classroom |
ASSESSMENTS | Screening, continuous progress monitoring, and outcome measures or summative assessments |
Tier III: Tertiary Level - Intensive Intervention
FOCUS | Students who have not responded to primary or secondary level prevention |
---|---|
INSTRUCTION | Intensive, supplemental instruction delivered to small groups or individually |
SETTING | General education classroom or other appropriate setting within the school |
ASSESSMENTS | Progress monitoring, diagnostic |
Roles and Responsibilities
MTSS Supervisor
The MTSS Supervisor is a highly qualified, state-certified educator responsible for maintaining MTSS processes and procedures online. The MTSS Supervisor provides support and guidance to district staff and helps manage the learning process by focusing on students’ individual needs. Supervisors monitor student progress through various platforms and work closely with School Level MTSS Intervention Coordinators, Intervention Specialists, teachers, students, and parents/Learning Coaches to advance each student’s learning toward established goals. While the MTSS Instructional Supervisor monitors Tier 2 and Tier 3 intervention, the MTSS SST Supervisor monitors the Student Support Team (SST) and initial eligibility processes.
MTSS Intervention Coordinator
The MTSS Intervention Coordinator is a highly qualified, state-certified educator responsible for implementing MTSS processes and procedures online. Coordinators provide support and guidance to school-based staff and help manage the learning process by focusing on students’ individual needs. Coordinators monitor student progress through various platforms and work closely with Intervention Specialists, teachers, students, and parents/Learning Coaches to advance each student’s learning toward established goals.
MTSS Academic Intervention Specialist
The MTSS Intervention Specialist is a highly qualified, state-certified educator responsible for delivering specific course content online. Specialists provide instruction and support, manage the learning process, and focus on students’ needs. Specialists monitor student progress through various platforms and work closely with teachers, students, and parents/Learning Coaches to advance students' learning toward established goals.
MTSS Behavior Intervention Specialist
The MTSS Behavior Intervention Specialist is a highly qualified, state-certified educator responsible for delivering specific behavioral interventions online. Specialists provide support and guidance, manage the learning process, and focus on students’ behavioral needs. Specialists monitor student progress through various platforms and work closely with teachers, students, and parents/Learning Coaches to advance each student’s behavior toward established goals.
Glossary of Commonly Used Terms
Terms From Georgia Department of Education Website
Acceleration: interventions implemented to increase the speed at which students acquire skills.
Assessment: a broad term used to describe collecting information about student performance in a specific area. Assessments or tests can be formal or informal.
At Risk: students with poor learning and behavioral outcomes, students in jeopardy of being retained, or students who may not be on track to graduate on time.
Benchmark: measures used to determine student progress and guide instruction
Best Practices: evidence-based teaching strategies that generate positive student responses.
Collaboration: a team working cooperatively to achieve a goal or complete a task. MTSS requires a team approach to impact student outcomes positively.
Components: a comprehensive set of services, resources, and cohesive strategies essential to implementing the MTSS framework as intended and meeting the needs of all learners.
Culturally and Linguistically Responsive Teaching: integrating instructional resources and tools that include the student’s native language, rhetoric, and experiences to eliminate learning barriers.
Data-Based Decision Making: an essential component of Georgia’s Tiered System of Supports for Students: a process for setting/evaluating goals; the ongoing process of analyzing and assessing student data to inform educational decisions, including but not limited to approaches to instruction, intervention, allocation of resources, development of policy, movement within a multi-level system, and disability identification.
Differentiated Instruction: a broad term referring to recognizing and responding to students’ varying interests, readiness levels, and learning needs.
Effective Teaming: a critical element of Georgia’s Tiered System of Supports for Students; a team of people who work collaboratively to accomplish goals by reviewing data and determining next steps.
Evidence-Based Practices: an essential component of Georgia’s Tiered System of Supports for Students; educational practices or strategies that have factual evidence for results.
Evidence-Based Intervention: an intervention for which data from scientific, rigorous research studies have demonstrated or validated the results.
Family and Community Engagement: a critical element of Georgia’s Tiered System of the problem-solving process and in decisions regarding intervention adjustments to improve academic and behavioral outcomes.
Fidelity (Fidelity of Implementation): the accurate and consistent delivery of instruction or assessment in the way it was designed or prescribed according to research findings and developers’ specifications.
Framework: intended plan or model for articulating teaching/learning activities, assessment/tests, processes, and desired results that can maximize student achievement. This may include long-term understanding/knowledge, essential questions, tasks/activities, culminating tasks, rubrics, and resources.
High Leverage Practices (HLP): teaching strategies that teachers use to support student learning.
Infrastructure: an essential component of Georgia’s Tiered System of Supports for Students; a school's knowledge, resources, and organizational structures that support the effective use of an MTSS framework.
Integration: to unite and become part of a larger group, task, or project.
Interventions: instruction based on student needs that supplements the general education curriculum and uses evidence-based instructional strategies and techniques.
Leadership: a critical element of Georgia’s Tiered System of Supports for Students; the ability of an individual or organization to lead or guide individuals, teams, or processes. Multi-level Instruction – school-wide instruction delivered to all students in various forms and methods designed to meet each student’s needs.
Professional Learning: a critical element of Georgia’s Tiered System of Supports for Students; district and school leadership provide a supportive environment for teachers’ learning, which helps to ensure highly qualified staff, quality instruction, and implementation of evidence-based practices.
Progress Monitoring: an essential component of Georgia’s Tiered System of Supports for Students; scientifically based practice used to assess students’ academic and behavioral performance and evaluate the effectiveness of instruction; can be implemented with individual students or an entire class.
Multi-Tiered Prevention System: an essential component of Georgia’s Tiered System of Supports for Students; a school-wide framework with support systems and resources designed to provide support matched to student needs to maximize student achievement and reduce poor behavioral outcomes.
Screening: an essential component of Georgia’s Tiered System of Supports for Students. It is conducted to identify students needing additional instruction or help so that early intervention can occur. Screening assessments or tests are typically brief and are usually administered to all students at a grade level.
Academic Tiers of Support
Tier 1-Standards Based Learning
Primary Level-Instruction/Core Curriculum-Standards-based instruction, universal screening, and progress monitoring are the critical foundation elements of the Response to Intervention model. Every public school in Georgia must teach the standards to all students based on their grade level and content area. Universal screening helps teachers identify students who will need more individualized assistance. Progress monitoring allows teachers to assess instruction effectiveness and differentiate their assistance based on the student's instructional and behavioral needs. When using a variety of Tier 1 strategies, and the student is not showing significant improvement, this should be the trigger that activates the school’s RTI plan to bring more focused attention and more intensive instructional assistance that comprises Tier 2.
Any student enrolled at Georgia Cyber Academy receives Tier 1 interventions regularly. Tier 1 interventions include live class sessions, access to content through the online learning platform, small group instruction, access to class recordings, and access to notes and PowerPoints. Student achievement is measured and monitored through class assignments, Interim Assessments, benchmark assessments (MAP), and Milestones assessments.
Tier 2-Needs Based Learning
Secondary Level-Intervention-Tier 2 is characterized by more concentrated small-group or individual interventions targeting specific needs and essential skills. All Tier 2 Interventions must be evidence-based and aligned with the student's needs and the school's resources. Interventions may involve an increase in intensity, frequency, and duration of the strategies utilized in Tier 1, or they may be entirely different based on information shared among staff members. Collaboration by staff in delivering rigorous instruction and appropriate Tier 2 interventions is vital to ensure a transfer of learning from Tier 2 to Tier 1 activities. Teachers use evidence-based interventions, goal setting, and ongoing progress monitoring to measure student response to interventions and guide decision-making. Progress monitoring is more frequent and vital to judge interventions' effectiveness based on the student’s response to them. Suppose such interventions, implemented with fidelity and for an established duration, are ineffective. In that case, the staff must call upon the Student Support Team's (SST) assistance and may refer the student for Tier 3 support.
Students who are unsuccessful at Tier 1 may require additional support and progress monitoring at Tier 2. Students are identified for Tier 2 through consideration of their benchmark and Milestones scores, educational history, and teacher input. Once students are elevated to Tier 2, they meet with their Academic Intervention Specialist for additional weekly remediation sessions. The teacher should develop rigorous yet realistic, measurable goals for the student. The teacher will provide targeted instruction and collect weekly data points to monitor student growth and progress.
Tier 3-Student Support Team
Tertiary Level-Intensive Intervention- If a student is not making adequate progress or showing appropriate growth at Tier 2, the MTSS team may determine that they need additional support at the Tier 3 level. To elevate a student to Tier 3, the MTSS team (School Level Coordinator, Intervention Specialists, content teachers, and parents, when possible) will hold an SST meeting to review student data. If the student’s progress monitoring data from Tier 2 shows little or no growth, the team may decide to elevate the student to Tier 3. The SST team should develop realistic yet rigorous, measurable goals for the student.
Once elevated, the student will receive a higher frequency and intensity of interventions and support structured to the student's individual needs. The intervention specialist will meet with the student in a small group each week to provide individualized remediation in the necessary areas while collecting data on the student’s progress. Progress monitoring data is collected weekly to analyze the student’s response to interventions. SST meetings are held every six weeks to review the data and determine if growth has occurred. Students may stay at the Tier 3 level, continue receiving Tier 3 support, or move to Tier 2 if data indicates substantial growth. When students have received interventions for an adequate period, and little to no growth has been made, they may be referred for further evaluation and Special Education consideration.
Behavior Tiers of Support
Tier 1: Primary Level-Classroom Management
Classroom management, school-wide behavior expectations, and progress monitoring are the critical foundation elements of the Response to Intervention model for Behavior. Georgia Cyber Academy has established developmentally appropriate behavior expectations for each grade band. In the classroom, these expectations are modeled by teachers and practiced by all students. Georgia Cyber Academy uses a Positive Behavior Interventions and Supports (PBIS) Framework to support all students at Tier 1. Progress monitoring allows teachers to assess the effectiveness of classroom management and to differentiate their assistance based on the behavioral needs of the students. When a variety of Tier 1 strategies are utilized, and the student is not showing significant improvement, this should be the trigger that activates the school’s RTI plan to bring more focused attention and more intensive behavior assistance that comprises Tier 2.
Tier 2: Secondary Level-Intervention
Tier 2 is characterized by the addition of concentrated small-group or individual interventions provided by a Behavior Intervention Specialist that target specific behavioral needs. All Tier 2 Interventions must be evidence-based and aligned with the student's needs and the school's resources. Interventions may involve an increase in intensity, frequency, and duration of the strategies utilized in Tier 1, or they may be entirely different based on information shared among staff members. Behavior Intervention Specialists use evidence-based interventions, goal setting, and ongoing progress monitoring to measure student response to interventions and to guide the decision-making process. Progress monitoring is more frequent and vital to judge interventions' effectiveness based on the student’s response to them. Suppose such interventions, implemented with fidelity and for an established duration, are ineffective. In that case, the staff must call upon the Student Support Team's (SST) assistance and may refer the student for Tier 3 support.
Students who are unsuccessful at Tier 1 may require additional support and progress monitoring at Tier 2. Students are identified for Tier 2 by considering the following: attendance, engagement/participation, assignment completion, impact of diagnoses, and other behaviors that negatively impact them in the classroom setting. Once a student is elevated to Tier 2, they will begin participating in the GCA Check-in/Check-out program. The Behavior Intervention Specialist should develop realistic and measurable goals for the student. The Behavior Intervention Specialist will provide a weekly Check-in session and collect weekly data to monitor student growth and progress.
Tier 3: Tertiary Level-Intensive Intervention
If a student is not making adequate progress or showing appropriate growth at Tier 2, the MTSS team may determine that they need additional support at the Tier 3 level. To elevate a student to Tier 3, the MTSS team (School Level Coordinator, Intervention Specialists, content teachers, and parents, when possible) will hold an SST meeting to review student data. If the student’s progress monitoring data from Tier 2 shows little or no growth, the team may decide to elevate the student to Tier 3. The SST team should develop realistic yet rigorous, measurable goals for the student.
Once elevated, the student will receive a higher frequency and intensity of interventions and support structured to the student's individual needs. The Behavior Intervention Specialist will meet with the student in a small group or individually each week to continue providing weekly Check-in/Check-out sessions. Tier 3 support will add an extra layer of support, including classroom observations and an engagement contract while continuing to collect data on the student’s progress. Progress monitoring data is collected weekly to analyze the student’s response to interventions. SST meetings are held every six weeks to review the data and determine if growth has occurred. Students may stay at the Tier 3 level, continue receiving Tier 3 support, or move to Tier 2 if data indicates substantial growth. When students have received interventions for an adequate period, and little to no growth has been made, they may be referred for further evaluation and Special Education consideration.
Summary
In summary, the SST is mandated by federal court order, and our MTSS model is a systemic process that bridges behavioral and academic gaps. Ultimately, the success of any SST relies on the foundation of Tiers 1 and 2. Success is attainable when schools analyze their data to identify school-wide, classroom, and individual student needs and by their use of evidence-based strategies and interventions led by ongoing professional learning, coaching, and measurement of student response to these supports. The Georgia Multi-Level Prevention System is a robust school improvement framework guided by data-driven decision-making and time-proven practices to proactively address the needs of all Georgia students in the 21st Century
Special Education Referral
After providing interventions and collecting data for 6-8 weeks, the SST team will reconvene and review student data. If a student has not made adequate progress after an appropriate period and has been provided with appropriate instruction, the team may request an educational evaluation. At that time, the team may continue supporting the student at Tier 3 or refer the student for a psychoeducational evaluation and Special Education consideration.
Solving Learner Concerns-Processes and Procedures
Identification
Tier 1—General population of students—Universal screeners and benchmark assessments are administered periodically throughout the year to determine students who need more targeted instruction.
Tier 2- The MTSS team uses a variety of sources to identify students for Tier 2 support. The team considers iReady Diagnostics, MAP scores, Milestones scores, retention history, and teacher recommendation. These students are required to attend all live class connect sessions.
Tier 3- Students with four or more data points who do not progress adequately at Tier 2 are considered for Tier 3 support. The Student Support team considers academic history, GA Milestones, MAP scores, Interim Assessments, current grades, pretest scores, enrollment history, and Tier 2 data when elevating a student to Tier 3. If data shows the need for elevation, the student is referred to Tier 3.
Progress Monitoring
Tier 1- Students are monitored three times per year through NWEA MAP, iReady Diagnostics, and Interim Assessments.
Tier 2- Students in grades K-5 meet with AIM Intervention Specialists four times per week and receive interventions in reading and math. Middle school students meet with AIM teachers twice weekly per content. Students in grades K-8 are monitored weekly in i-Ready, while high school students are monitored through various tools, including IXL and our AMP mentoring program. If the Tier 2 Intervention Specialist determines that the student is not making adequate progress, he or she should discuss Tier 3 elevation with his or her direct supervisor.
Tier 3- Students continue to attend their Tier 2 intervention sessions and work with a Tier 3 Intervention specialist once weekly per content. The Tier 3 Intervention Specialist identifies and utilizes more intensive interventions and student-specific progress monitoring.
Differentiated Instruction
Tier 1—All students participate in general education classes. According to data, if a student is meeting benchmarks and progressing in the curriculum, the student can have a flexible schedule. Tiered instruction may be applied if students do not meet these markers throughout the year.
Tier 2 & 3—Students must attend live class sessions based on performance indicators. They are taught a concept in class, and teachers analyze data from assignments. Students who struggle with a concept are invited to additional classes and taught the concept again. Students who are struggling are invited to additional sessions for further specialized support.
Universal Screeners
- The Universal Screeners aim to screen and identify students needing additional academic and/or behavioral support before failing. Students identified by a Universal Screener or other data indicating a potential difficulty with content instruction in Tier 1 are considered to need additional support.
- Georgia Milestones—The Georgia Milestones Assessment System (Georgia Milestones) is a comprehensive summative assessment program for grades 3 through high school. It measures how well students have learned the knowledge and skills outlined in the state-adopted English Language Arts, mathematics, science, and social studies content standards.
- NWEA MAP- MAP Growth reveals how much growth has occurred between testing events and shows projected proficiency when combined with our norms. Educators can track growth throughout the school year and over multiple years.
- iReady Diagnostic-The iReady Diagnostic provides each student with an overall grade level equivalency, nationally normed percentile ranking, and Lexile/Quantile measures.
Data Analysis
The data team will meet frequently to confirm the fidelity of interventions through data review and analysis. If little or no progress is documented, additional interventions may be required. The data team will follow established data analysis protocols to determine if additional interventions should be implemented, assess student progress, and determine if continued support through Tier 2 is required, additional Tier 2 interventions are required, or if Tier 3 support, in addition to Tier 1 and Tier 2, is required.
At Tier 3, data from consistent progress monitoring guide the intensity, duration, and frequency of instruction, which varies based on individual learning goals.
Meetings
For students receiving Tier 2 support, teachers and School Level Coordinators will meet regularly to review student progress. Students who are not making adequate progress are referred to the Student Support Team. The Student Support Team will schedule a meeting to review data and implement Tier 3 interventions and supports. Initial and subsequent SST meetings are held approximately every six weeks to review progress and determine effectiveness and response to the intervention.
District Parent Referrals (DPR)
The Office of Special Education is responsible for identifying, evaluating, and providing specialized instruction to eligible students in the least restrictive environment. Child Find activities are conducted on behalf of all children with disabilities. We are required to ensure that each identified child has access to a Free Appropriate Public Education (FAPE). Please see the Georgia Department of Education website for Georgia State Board Rules regarding Child Find Procedures and FAPE.
If a student is experiencing academic, behavioral, or social difficulty, he or she is referred to the Student Support Team (SST). This team may include teachers, counselors, parents, administrators, special educators, speech pathologists, and psychologists. School staff members or parents may make a referral to the SST. The SST committee discusses the student's difficulties and brainstorms to develop possible strategies or interventions that may help the child perform in the regular classroom. The SST monitors the child's progress and reviews the case periodically to change strategies if necessary. Written parental consent is obtained before any assessment to determine if a child is eligible for special education. The strategies and progress monitoring process will continue during the special education evaluation process, per Georgia State Board Rules. Parents are always welcome and encouraged to attend SST meetings regarding their children. Parents maintain their due process right to request an evaluation. However, referral and eligibility for special education should not be considered without documentation of prior instructional interventions. A Student Support Team bypass procedure does exist (see Georgia Rule 160-4-2-.32) for rare cases when indicated by the severity of the disability or extreme circumstances.
Suppose a parent requests their student to be evaluated due to a suspected disability. In that case, the SST must consider that there may be one or more factors internal to the student (e.g., needs, fears, attitudes, serious weaknesses, processing problems) that are the primary reasons for the lack of adequate success. If the team finds solutions for these supposed factors, the student proceeds back down the pyramid to ongoing progress. The SST closes the case and terminates it from their active caseload. If, after educational/behavioral evaluation, analysis, and intervention, their best efforts at remediation repeatedly fail, then they must consider that the student may have a disability. At that point, a referral for a comprehensive evaluation of Special Education is appropriate. It is important to note that this is not to say that the SST team has, by referring, diagnosed a disability. However, it is also not their prerogative to decline to refer students because they doubt the student would qualify for a disability category.
Additional information regarding the special education evaluation process can be found on the Georgia Department of Education website.
DPR Procedures
If a parent directly requests an evaluation from a staff member, the staff member should immediately complete the Staff Referral for Student Support Survey. After submitting the survey, the MTSS SST Supervisor will send the DPR Parent Informational Letter to the guardian and notify them that their request has been received by the Student Support Team (SST). The SST will schedule a meeting to honor the guardian's request.
The MTSS SST Supervisor will log receipt of the referral and initial contact in the contact log of Infinite Campus and on the DPR tracker. The MTSS SST Supervisor will forward the referral to the assigned SST Coordinator. The MTSS Intervention Coordinator {SST} will contact the guardian within 10 days of receiving the referral and schedule a DPR SST Meeting (giving the guardian a 10 day notice of meeting). The MTSS Intervention Coordinator {SST} will log the date that the guardian was notified in the contact log of Infinite Campus.
Before the SST Meeting
- The MTSS Intervention Coordinator {SST} will send the following documents to the legal guardian:
- SST Notice of Meeting
- 3300 Hearing and Vision Form (if applicable)
- Student Background and Developmental History Form
- The MTSS Intervention Coordinator {SST} will request that the guardian return all documentation before the SST meeting, if possible.
- The MTSS Intervention Coordinator {SST} will send a Google Calendar Invitation to the following SST members, notifying them of the SST Meeting:
- Speech/Language Pathologist (if applicable)
- MTSS SST Supervisor
- Student's General Education Teachers
- Student's AIM Teachers (if applicable)
- Student's Tier 3 Intervention Specialist (if applicable)
- Student's Behavior Intervention Specialist (if applicable)
- Student's FEL
- Anyone else who works with the student (504 Coordinator, ESOL, Social Worker, Counselor)
- The MTSS Intervention Coordinator {SST} will review all returned documentation and complete an SST meeting form for the student before the SST Meeting.
- The MTSS Intervention Coordinator {SST} will send an email reminder to the guardian before the SST meeting (24 hours in advance).
During the SST Meeting
- If the parent attends, the MTSS Intervention Coordinator {SST} will present all data in the SST Form, including parental concerns. The SST will identify areas of concern and develop a plan of action, including interventions and areas for data collection. The MTSS/SE Eligibility Coordinator will review the Special Education evaluation process and procedures. She will then present the following documents and allow the parent to decide how to proceed:
- Consent to Evaluate--Parent should sign “yes” or “no” in the meeting, indicating their decision
- The MTSS Intervention Coordinator {SST} will detail how the parent wishes to proceed.
- If the parent doesn't attend, the Student Support Team will review all present information and decide how to support the student. The team may decide to add AIM or Tier 3 support. If the data reviewed does not warrant tiered intervention, the team will send the minutes to the parent and continue to follow up with the request by phone every ten days until there is a resolution.
After the SST Meeting
Parent Attends and Agrees to Data Collection before Evaluation
1. Schedule a follow-up SST Meeting six weeks from the initial meeting date
2. Email the guardian the following documents:
- Copy of SST Meeting Minutes (password protected with student’s six-digit birthday)
- SST Notice of Meeting for next SST meeting (to be held within six weeks)
- 3300 and/or Medical Document (if needed)
3. Send a Google Calendar invitation to SST for the next meeting
4. Complete the Student Services Change Survey
5. Notify Grade Band MTSS SST Supervisor, MTSS Intervention Coordinator, and Intervention Specialists of SST Plan
6. Request Teacher Feedback and Work Samples before the next SST Meeting
7. Review data weekly to ensure the student is working at the appropriate level
Parent Attends and Signs Consent to Evaluate
- Follow all steps as outlined above.
- Complete the Student Services Change Survey
- Notify the MTSS SST Supervisor and Special Education Eligibility Team of the signed consent immediately so the referral can be entered
Parent Does Not Attend the SST Meeting
- Email the guardian the following documents:
- Copy of SST Meeting Minutes (password protected with student’s six-digit birthday)
- SST Notice of Meeting for the next SST meeting (if applicable)
- 3300 and/or Medical Document (if needed)
2. Follow up with the parent by phone and email every ten days until the parent agrees to attend an SST meeting or withdraws their request to evaluate. If the parent does not respond after five attempts, notify the MTSS SST Supervisor.
Interventions
Primary Grade Band (K-2) and Elementary Grade Band (3-5)
Tier 2 Interventions
Content-specific, researched-based intervention strategies and progress monitoring tools, approved by the school district, are used with the student. The student meets for RTI/MTSS in a small group with the Intervention Specialist four times weekly for targeted instruction and progress monitoring. The teaching team and MTSS team review progress. Other school-based assessment data is reviewed along with this data to determine if the student should be referred to the Student Support Team for a meeting with the parent and recommendations for further interventions and progress monitoring.
Tier 3 Interventions
Content-specific, researched-based intervention strategies and progress monitoring tools, approved by the school district, are used with the student. After the Student Support Team meeting, the student continues to meet for RTI/MTSS in a small group with the Intervention Specialist for targeted instruction and progress monitoring, plus an additional small group session with the intervention specialist held via webcam for additional student observation. Data is collected and recorded for up to 12 weeks. Data is reviewed periodically during these 12 weeks by the Student Support Team. Other school-based assessment data is reviewed along with this data to determine if the student should be referred for more intensive support, which may include a change in interventions and progress monitoring, as well as a decision to recommend an evaluation to determine eligibility for special education services. An evaluation for phonological processing or speech/language therapy at the elementary school level may also be included if the progress monitoring data and webcam observations raise other learning or behavior concerns.
Middle Grade Band (6-8)
Tier 2 Interventions
When students do not adequately respond to Tier 1 instruction, targeted services and interventions are added as the next support layer. The goal is to reach students who are at risk by providing interventions to help fill in the gaps before more specialized instruction is needed. At the Tier 2 level, GCA Middle School teachers invite students to small group sessions twice weekly and use evidence-based interventions and tools, including iReady, to supplement Tier 1 instruction. Progress monitoring is conducted weekly to determine the intervention's impact on the targeted concern. Data Points are collected weekly.
Tier 3 Interventions
When students do not adequately respond to Tier 2 targeted interventions, an SST meeting is held to determine the next layer of support. Tier 3 is applied while Tier 2 supports are continued. Tier 3 includes intensive research-based interventions provided individually or in small groups. It is distinguished from Tier 2 by the frequency of sessions, smaller group size, and the expertise of an intervention specialist. Current Tier intervention tools include iReady.
Students are monitored, and SST meetings are held every six weeks to determine next steps. Students demonstrating growth may stay at Tier 3 or move to Tier 2. Students who are not showing growth may require more intensive interventions, or if interventions at this level prove to be inadequate, students may be considered for specialized services.
Secondary Grade Band (9-12)
Tier 2 Interventions
The MTSS team uses universal screeners (MAP and Milestones scores) to determine if a student may need Tier 2 interventions and support. Once identified for Tier 2, the student is enrolled in the Study Skills elective course, where they participate in academic and/or behavioral interventions based on student-specific needs. Intervention Specialists review student data and set realistic yet rigorous goals for their students. Students should work on assigned interventions or lessons and then complete a weekly probe to measure student progress or growth.
Once a month, the MTSS team will review Tier 2 data and determine which students should remain on Tier 2 and which may need additional support. Students who have met their goals or are progressing may stay at Tier 2 or move down to Tier 1. Students who are showing minimal or no progress may need additional intervention at the Tier 3 level.
Tier 3 Interventions
If a Tier 2 student is showing minimal or no progress with his or her current interventions, an SST (Student Support Team) meeting may be scheduled to review data and determine more appropriate supports. If a student is elevated to Tier 3, he or she will continue attending Tier 2 sessions with the content teacher but will also receive Tier 3 intervention with the school-level Intervention Specialist. The Intervention Specialist will provide more individualized intervention while collecting data on the student’s progress. Interventions Specialists will utilize IXL for Tier 3 interventions and progress monitoring.
Every six weeks, the Student Support Team will reconvene to review the student’s Tier 3 data and determine how to proceed. The team may decide that the student has made sufficient progress and can return to the Tier 2 level. However, if the student shows little or no progress, the team may decide to adjust interventions or implement new ones. The team may also decide to refer the student for a psychoeducational evaluation to determine eligibility for Special Education services.
Behavior Interventions
Tier 2 Interventions
At GCA, students receive Tier 2 interventions through a once-a-week Check-In with a Behavior Intervention Specialist. The student’s Check-In will focus on Attendance and Assignment Completion. Behavior Intervention Specialists may also complete classroom observations to observe on-task and off-task behavior.
Tier 3 Interventions
Students receiving Tier 3 interventions continue participating in the Check-In, Check-Out system by attending an additional weekly session with a Behavior Intervention Specialist. An Engagement Contract is introduced to the student, which outlines specific and individualized behavior expectations for the student. Scheduled observations will also be implemented for students receiving Tier 3 support for behavior.
Student Support Team (SST) meetings are held for these students every six weeks to check progress and make decisions based on progress monitoring data collected through classroom observations and check-in and check-out sessions.
Frequently Asked Questions
From GaDOE Website
For Parents
What is Georgia’s Tiered System of Supports for Students?
A tiered system of supports is being implemented statewide and has five essential components, including Screening, Progress Monitoring, Multi-Level Prevention System, and Data-Based Decision Making. Georgia added Infrastructure as a fifth component to help districts and schools develop a systemic and preventive educational framework. The critical elements of Infrastructure are Leadership, Effective Teaming, Professional Learning, and Family & Community Engagement.
Why does Georgia’s Tiered System of Supports for Students matter?
When all the essential components are implemented as intended, results include sustained academic improvement, more efficient use of resources and staff, decreased inappropriate special education services, and reduced student grade retention. Schools and districts have also seen a drop in expulsions, behavioral referrals, and suspension rates.
What is required to improve outcomes for students?
- To be successful, everyone must be involved in the process (parents, teachers, administrators, community members, etc.).
- The framework improves response times and helps educators rapidly respond to student needs.
- The framework aligns teams and school systems, helping to streamline information and resources necessary to improve student learning.
- Educators and families must work together to prevent poor outcomes for all students and ensure students have the tools to be successful.
- ALL students are screened to identify those at risk for poor academic or behavioral outcomes.
- Progress monitoring provides information that allows teachers to target student needs better and appropriately match instruction, resources, and support.
- Teams are focused on prevention to make decisions that ensure all students continue improving.
How can parents and students get involved?
- Frequently communicate with your child’s teacher(s).
- Attend school functions such as parent-teacher conferences.
- Monitor and assist with your child’s homework assignments.
- Find out what skills and knowledge your child is expected to learn.
- Ask school team members the following questions:
- What targeted supports does my child’s school use if he/she struggles in the classroom?
- What formal guidelines does my child’s school use to identify progress toward goals?
- How will I be informed of the progress my child is making?
- What happens if my child is not making progress?
What if my child is recommended to receive additional support?
- Attend team meetings. Remember the importance of your voice in your child’s education.
- Help plan interventions for academic and/or behavioral needs.
- Practice and reinforce any strategies or educational plans at home.
- Always ask questions when things are not clear.
Where to go for more information:
- You can contact your child’s teacher or the school principal or visit Georgia’s Tiered System of Supports for Students website.
For Teachers
What do I do if a parent says their student needs an IEP?
Assure the parent GCA has a multi-tiered system of support and a process for determining proper instructional and behavioral support to ensure the least restrictive environment. Use this process to determine whether a student is eligible for special support services. That begins with ensuring students participate in all available supports to provide accurate data to support the need for more intense interventions. Complete the Staff Referral for Student Support Survey immediately.
What do I do if a parent says their child was in RTI or SST at the previous school?
GCA staff will need to request records of the supports and interventions to determine prior supports and adjust to the virtual setting. Contact the Grade Band MTSS Interventions Coordinator.
What do I do if a parent sends me a psychological evaluation/medical information regarding a student?
Thank them for sharing this information with you, and let them know it will be reviewed for educational planning. Then, complete the Staff Referral for Student Support Survey immediately and ensure that documents received are uploaded in Infinite Campus (Upload under SPED Documents).
What do I do if a parent says their student has a condition or medical issue and cannot attend school or participate every day?
Please find out as many details as possible and let parents know they will be contacted regarding the situation. Medical records and other information will need to be collected. Contact the Grade Band MTSS Intervention Coordinator and 504 Coordinator.
What do I do if a parent says their student has an IEP or had an IEP at their previous school or a few years ago?
Please ask parents to send copies of the current or previous IEP information. Please contact the Special Education department with the student information so records can be requested.
What do I do if a parent requests testing to see if their child is dyslexic or has a learning disability?
GCA has a multi-tiered support system and a process for determining proper instructional and behavioral supports to ensure the least restrictive environment. It also uses this process to determine whether a student is eligible for special support services. However, if a parent requests an evaluation or Special Education services, please complete the Staff Referral for Student Support Survey immediately.
What do I do if a parent says a child is in private speech or other therapies and wants it through the school?
Speech and Language Impairment is an eligibility category of Special Education, and a student must go through the MTSS process to qualify for this service. Private therapies can only be transferred to the school with a student meeting eligibility and moving through the MTSS process. Please contact the MTSS SST Supervisor if a parent requests speech services or an evaluation.
What do I do if a student is not attending classes and is below level?
For a student to move up the tiers of interventions, there has to be data demonstrating interventions have not been successful. If a student does not participate in interventions, it cannot be determined if the interventions have been effective. Discuss with your Instructional Support Services Assistant Principal for a plan of action and next steps to take.