Response to Intervention (RTI) Multi-Tiered Support System (MTSS)

The Response to Intervention (RTI) / Multi-tiered Support System (MTSS) team, composed of parents, teachers, administrators, trained professionals and the student (as appropriate), uses a tiered model incorporating problem-solving methods and research based interventions to identify and serve students having academic, behavioral or emotional difficulties. The goal of the RtI/MTSS process is for the teacher, learning coach, and/or parent to work together so the student may achieve a satisfactory rate of progress in the regular educational setting, preventing the need for more intensive services at a later period.

In accordance with the Georgia Department of Education, all students at GCA participate in the RTI/MTSS process, which is embedded in the school’s instructional model. This model includes standards-based curriculum, direct instruction from certified teachers via live sessions, other supplemental programs, as well as all state mandated assessments.

A student identified as needing Tier 2 or Tier 3 supports, receives supplemental help from their teacher, such as small group or individual Live Class sessions and/or other research-based interventions and may move up the tiered process for additional support.

The teacher, intervention specialist, and the learning coach/ parent form a partnership to determine which additional interventions are required to further support the student’s learning needs.

In addition, older students (Grades 4 and up) are encouraged to participate in this decision-making process.

The teacher and learning coach/parent carefully follow and document the student’s response to those interventions over a course of six to twelve weeks. During this period, data is collected and reviewed to determine whether the recommended interventions are effective.

Once the data has been collected and reviewed, the Student Support Team (SST), made up of the classroom teacher, learning coach/ parent, and other intervention specialists, reviews the student’s progress, assignments, assessment scores, educational and family learning history, medical history and the results of the interventional strategies previously attempted with the student. If the interventions have shown little to no effect on student progress, the SST may recommend a referral for further academic or behavioral screenings, a comprehensive diagnostic evaluation and/or a referral to participate in other supplemental programs designed for more intensive student support.

Since RTI/MTSS is a process, not a program, students may move up and down through the tiers throughout their academic career. The goal of RTI/MTSS is a proactive one, to provide students with the tools necessary to achieve academic success.

Regardless of whether a student is struggling or typically does well academically, there may be times that extra support is required to master a skill or concept. When students are invited to a small group reinforcement session or tutoring, they are required to attend the live session even if they have full flexibility.