A Family Guide to Understanding Georgia Multi-Tiered System of Supports (GaMTSS)

Georgia Multi-Tiered System of Supports is a data-driven, multi-level prevention system designed to meet the needs of the whole child by implementing a continuum of tiered supports. GaMTSS is grounded in the belief that academics, behavior, and well-being are interconnected and impact student success. By integrating academics, behavior, and well-being data, systems, and practices, teams can align efforts to address barriers to learning and improve outcomes. 

Academics

The academic strand of the GaMTSS rope refers to instruction and student performance in the core content areas (Reading/ELA, Math, Science, and Social Studies). The data used to indicate concerns and track progress may include screeners, formative assessments, and summative evaluations. 

Behavior

Student behavior is a form of communication and can indicate a need related to academics or wellness. Therefore, it's essential to find out why the behavior is happening. The behavior strand of the GaMTSS rope represents behavior outcomes, such as attendance and discipline data, in addition to the proactive, integrated, tiered system of support established for all students. GaMTSS includes and follows the research on Positive Behavioral Interventions and Supports (PBIS) essential to supporting the Whole Child. ​

​​Wellbeing

The well-being of adults and students is a significant part of a positive school climate and school success. The wellbeing strand of the GaMTSS rope includes:

1. Basic or physiological needs (food, water, housing, clothing, etc.)

2. Safety (physical and psychological safety, child abuse/neglect prevention, etc.)

3. ​Physical health (dental, vision, hearing, etc.)

4. ​​Mental health (self-regulation, sense of belonging, self-esteem, etc.) 

By analyzing well-being data in connection with academic and behavioral data, teams can better identify barriers to success and plan for improvement.

The framework focuses on the “what and how of instruction” and providing services and support to students that meet their unique, whole-child needs.

It also includes three levels of intensity or prevention: high-quality core instruction, evidence-based practices, and evidence-based interventions.

Tiers of Instruction:

• are provided per each student’s need

• ensure that each student may master grade-level course standards and expectations

• ensure that each student may progress successfully (on time, age appropriately) through the PK-12 system

All students receive instruction within this tiered system:

Tier 1: Primary Level of Prevention -Core (all students)

Tier 2: Secondary Level of Prevention- Supplemental (some students) 

Tier 3: Tertiary Level of Prevention-Intensive (few students)

MTSS Video- How Does it Work? 

1. Initial Contact

   • Start by contacting your child's school

   • Work with the MTSS/504 School Coordinator for guidance and support

   • The coordinator will help determine the appropriate process for your child

2. Information Sharing

   • Be prepared to provide relevant information, such as • Medical history • Past school supports and interventions • Psychological reports • Therapist or counselor notes

   • All shared information remains confidential

3. Team Meeting

   • The school will arrange a meeting with a team of experts

   • You'll have the opportunity to discuss concerns and ideas

   • The team will determine the best support strategies for your child

4. Follow-up and Support

   • You'll receive copies of meeting minutes and decisions

   • Support and accommodations will be tailored to your child's needs

   • The school will monitor progress and collect data

   • Maintain open communication with teachers

5. Additional Assistance

   • If needed, contact the district office for further support

   • Our goal is to address your concerns and suggestions

Remember, your involvement is crucial to your child's success. We're here to work together to ensure the best possible outcome.

If you don't know where to start, click on the Child Find Process. This is a process for identifying students who need additional support in academics and behavior.

In 2019, the Governor of Georgia (Brian Kemp) signed Senate Bill 48 into law, focusing on identifying and supporting students with dyslexia. The bill required the State Board of Education, State Superintendent, GaDOE, and Georgia Professional Standards Commission to:

• Develop policies for referring K-3 students for dyslexia screening

• Create a dyslexia informational handbook to assist school districts.

• Provide professional development opportunities on dyslexia for teachers.

• Create a dyslexia endorsement for teachers.

• Add instruction on dyslexia and response to intervention (RTI) to existing standards for teacher preparation programs.

What is Dyslexia?

“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.”  International Dyslexia Association

Characteristics of Dyslexia

• Weaknesses in phonological awareness tasks (i.e., rhyming, phoneme segmentation, blending, letter naming fluency

• Difficulty learning letter names and sounds

• Difficulty learning sound-symbol association

• Weaknesses in phonological memory (non-word repetition)

• Weakness in word recognition fluency

• Weakness in spelling

• Weakness in oral vocabulary

Screening Process

Beginning in the 2024-2025 school year, Georgia schools will screen all students in grades K-3 for characteristics of dyslexia. At DCSS, dyslexia screening occurs alongside MTSS measures, universal screening, and tiered interventions.

Screening=Additional Support

• If your child is screened and identified as at risk based on the results of the Universal Dyslexia Screener, your child will begin receiving additional support in the classroom.

Additional Diagnosis Needed

• Schools do not diagnose dyslexia. Diagnosing dyslexia requires testing by a qualified provider such as a licensed psychologist or other skilled professional.

Special Education Evaluation

• Some students with dyslexia may need more individualized instruction to address reading deficits. For these students, special education may be appropriate. In these cases, dyslexia is categorized as a Specific Learning Disability (SLD), and the evaluation process for eligibility for special education services will be implemented.