Multi-Tiered System of Support

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, based in the general education classroom guides teachers and leaders to routinely 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 also known as Response to Intervention or RTI. RTI is embedded within Georgia’s Tiered System of Supports for Students. The number of students requiring interventions will decrease as the level of intensity of the intervention increases.

Goals of a RTI System include:

  • 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” with something different.
  • To provide interventions (“help”) as a natural, ongoing part of education that doesn’t wait until the student is struggling.

Please review the MTSS Manual for complete information on this program.

MTSS Manual

Achieving Academic Growth with AIM

Students receiving Academic Interventions Monitoring (AIM) support meet with their AIM teacher weekly for remediation.  AIM teachers develop rigorous, yet realistic and measurable goals for each student while providing targeted instruction and collecting weekly data points to monitor student growth and progress.  AIM strategies, including the use of i-Ready, a diagnostic tool designed to give a full picture of student performance needs with engaging and rigorous resources, have proven success for filling instructional gaps.   

For the 2021-2022 school year,  students showed significant i-Ready diagnostic growth from the Beginning of Year (BOY) to the End of Year (EOY).  The percentage of students scoring 2+ levels below in reading and math decreased by 27% from BOY to EOY.  The percentage of students scoring on and above level increased by 14% in reading and 13% in math.  

Dedicated AIM teachers have allowed our most academically at-risk population of students to fill instructional gaps and increase growth in both reading and math.

2021-22 Aim Diagnostics Results