MTSS Multi Tiered System of Supports

 Please click here to view the English version of the MTSS Brochure.

Please click here to view the Spanish version of the MTSS Brochure.

Georgia’s Tiered System of Supports of Students uses a three-tiered prevention model to describe the intensity of supports students may require to meet their unique, whole child needs. As pictured in the graphic above, this multi-level prevention system includes high-quality core instruction and the use of evidence-based interventions and supports that may be intensified if data suggests this is required. Students receive instruction based on their needs, which may differ across time.  When strategically provided tiered supports, it is expected that the majority of students should be able to achieve mastery of grade-appropriate Georgia Performance Standards.  

This framework:

• improves response times and helps educators rapidly respond to student needs, and
• aligns teams, helping to streamline information and resources necessary to improve student learning.

Framework – intended plan or model for articulating teaching/learning activities, assessment/tests, processes, and desired results that can maximize student achievement. 

• Multi-Tiered Prevention System – a schoolwide framework with systems and resources designed to provide support matched to student need to maximize student achievement and reduce poor behavioral outcomes. 
• Data-Based Decision Making – a process for setting/evaluating goals; the ongoing process of analyzing and evaluating student data to inform educational decisions. 
• At Risk- students who have poor learning and/or behavioral outcomes.  Also, students who are in jeopardy of being retained or students who may not be on track to graduate. 
• Acceleration – interventions that are implemented to increase the speed at which students acquire skills.  

Assessment – the collection of information about student performance in a specific area. 

• Benchmark – measures that are used to determine student progress and to guide instruction.  For example, measures may assess a specific skill such as number of correct words read per minute (reading fluency).
• Screening – conducted to identify students who may need additional instruction or help so that early intervention can occur.  These are typically brief and usually administered with all students at a grade level (Universal Screening).
•  Progress Monitoring – scientifically based practice that is used to assess students’ academic and behavioral performance and evaluate the effectiveness of instruction. 

Best Practices – evidence-based teaching strategies that generate positive student response.

• Evidence-Based Practices – an educational practice or strategy that has factual evidence for results.
• Differentiated Instruction – recognizing and responding to students’ varying interests, readiness levels, and learning needs. 
• Interventions –instruction, supplemental to the general education curriculum, that is based on student need; and is made of evidence-based instructional strategies and techniques. 
• Evidence-Based Intervention – an intervention for which data from scientific, rigorous research studies have demonstrated or validated the results. 
• 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/or developers’ specifications.

• ALL students are screened to identify those who may be at risk for poor academic or behavioral outcomes.
• Instruction and intervention is delivered utilizing evidence-based Best Practices and instructional fidelity is high.
• Progress monitoring provides information that allows teachers to better target student needs and appropriately match instruction, resources, and supports.
• Teams are focused on prevention to make data-based decisions that ensure all students are continuing to improve.
• Educators and families must work together to prevent poor outcomes for all students and ensure students have the tools to be successful.
• Everyone is involved in the process (parents, teachers, administrators, community members etc.).

Parents play a critical role in supporting what their children are learning in school. Research shows that the more parents are involved in student learning, the higher the student achievement. As with all aspects of education, parents play a major role in the MTSS process. Strong parent communication and active engagement in all steps of the process and in all decisions regarding adjustments to your student’s curriculum and needs will accelerate your child’s success. 

Parents Can:

• 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.
• Attend team meetings. Remember the importance of your voice in your child’s education.
• Ask school team members the following questions:
  • What are the targeted supports that my child’s school is using if he/she is struggling in the classroom?
  • How will I be informed of the progress my child is making?
  • What happens if my child is not making progress?
• Practice and reinforce any strategies or educational plans at home.

Georgia Department of Education

The National Center on Intensive Intervention

 National Research Center on Learning Disabilities

 National Center on Response to Intervention

Purpose: 

The Student Support Team (SST) is a collaborative problem-solving process in every Georgia school.  Its purpose is to find ways around roadblocks to academic, behavioral, and social-emotional success for any student referred to it.  As part of the MTSS process, SST considers the individual needs of students in order to develop and refine plans that incorporate supports and evidence-based intensive intervention strategies designed to close skills gaps and increase success in school.  SSTs are most effective in schools where collective responsibility of all students is the norm and collaborative data-based decision making is consistently supported. 

A number of recent events and decisions, both national and state, have placed markedly increased importance on the SST process:

• Section 504 of the Rehabilitation Act of 1973 has been strongly emphasized by the federal government as applicable to the schools' handling of certain student difficulties. SST documentation can meet most Section 504 requirements.
• The realization that conditions beyond mere academics play a pivotal role for students at risk of failure. The success of the broad approach used by Student Assistance Programs (SAP, from the federal Drug-Free Schools initiative) has shown the value of collaboration, especially across agencies.
• School-based management and problem solving have become one of the recognized successes in the national education reform movement.
• Increased concern about school safety has called for better classroom behavior management. Collective wisdom of SST members assists teachers with this.​

Process:  

All Forsyth County Schools have a designated coordinator supporting effective implementation of the SST process. Implementation involves six basic steps that focus on individual student needs, learning styles, program effectiveness, and home/school communication.  These steps are as follows: 

1. Gathering Information:  Prior to and during the first meeting, team members gather as much relevant information as possible regarding the student's past and present educational, behavioral, and social-emotional performance.  Information should be gathered from a variety of sources including parents, official school records, and anecdotal records. 
2. Assessment (if necessary) and Evaluation of Data:  The team meets to discuss and interpret the information available to them.  The team may decide that more information is needed and develop a plan for obtaining the information. 
3. Development of Educational Plan:  After evaluating the existing information, the team develops an educational plan specific to the student's strengths and weaknesses.  Strategies and techniques are brainstormed and agreed upon by all those involved in the implementation process.  A timeline for follow-up and evaluation of progress is established. 
4. Implementation of Educational Plan:  The educational plan is implemented for a specified time period.  Additional data is gathered if needed. 
5. Evaluation of Progress:  The SST reconvenes to discuss progress and additional data.  The educational plan is changed as needed.  Further course of action is discussed. 
6. Ongoing Monitoring and Evaluation:  The SST monitors student progress and alters the plan as is necessary.  If the educational plan is effective, and no disability is suspected,  the team should meet periodically to discuss the student's progress. 

At any time during this process, if the team has sufficient evidence that the student has a disability, the team should determine whether an evaluation or 504 Plan is necessary.  For students with obvious severe disabilities and/or crisis and for whom delay of referral to special education or other supplemental or support services would be detrimental to the student, the SST may bypass implementation of alternative strategies prior to referral.  The reason(s) for bypassing this process must be clearly documented in the SST minutes. 

When a student makes sufficient progress and/or strategies are no longer needed, the SST may dismiss the student from the process.  Records of the SST activity are part of the student's permanent record and thus should follow the student as he/she progresses through the educational system. 

For more information about the Student Support Team (SST), please refer to the Rules and Regulations of the State of Georgia regarding SST regarding SST.

Visit the Georgia Department of Education's web page for more information about Dyslexia.