Georgia Multi-Tiered System of Supports (GaMTSS)
Georgia Multi-Tiered System
of Supports (GaMTSS) 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 wellbeing
are interconnected and impact student success. By integrating academics,
behavior, and wellbeing data, systems, and practices, teams can align efforts
to address barriers to learning and improve outcomes.
Integrated Tiered System of Supports
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Historically, Georgia multi-tiered systems of support have focused solely on academics. And while this component is vitally important to student success, it does not exist independently of other factors. Many times, issues are interrelated and require integrated responses. Just as weaving together the strands of a rope increases its strength, weaving together academic, behavior, and wellbeing supports and integrating intervention strategies strengthens the impact of a tiered system of supports.
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 important 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), which is essential to supporting the Whole Child.
Wellbeing
The wellbeing of adults and students is a significant part of a
positive school climate and school success. Community partners, parents, and educators work together to ensure students are ready to learn and to be successful by providing safe, supportive, and welcoming learning environments and addressing non-academic barriers to learning, such as food insecurity, hearing/vision loss, bullying, and suicide and abuse prevention. By analyzing wellbeing data in connection with academic and behavior
data, teams are better equipped to identify barriers to success and plan for
improvement.
Essential Components of GaMTSS
Data-Based Decision Making (DBDM)
GaMTSS relies on academic, behavior, and wellbeing data to inform decision making. Effective DBDM begins with a system to gather the necessary data, such as screening, progress monitoring, implementation fidelity, and student outcomes. By analyzing meaningful data using a consistent problem-solving process, educators can accurately identify trends, patterns, and areas for improvement.
Teaming
GaMTSS encourages structured collaboration to support the whole child. When staff members work in teams to problem solve, rather than in isolation, they maximize time, resources, and expertise.
Multi-level Prevention
- Multi-level: GaMTSS includes three tiers. The purpose or intent of the tiers is not to categorize students; instead, it is a prevention model to establish a continuum of supports including high quality core instruction and evidence-based interventions. Tier 1 provides academic, behavior, and wellbeing support for 100% of students. Interventions and supports delivered in the Advanced Tiers are designed to meet the needs of about 20% of students through the implementation of targeted groups at Tier 2 and individualized student interventions at Tier 3.
- Prevention: GaMTSS is grounded in the premise that focusing on prevention is better than waiting and responding to problems as they arise. Decision guidelines support preventative decision making by helping educators determine the most efficient approach for addressing challenges. For example, a district or school may create a Tier 1 decision guideline stating 80% of students should be reading at grade level.
- If the aggregate results show only 65% are achieving this, the district or school should initiate problem-solving efforts focused on enhancing Tier 1 reading instruction to benefit all students.
- Conversely, if 90% of students are already reading at or above grade level, the district should invest in the development of targeted and individualized support for the remaining 10% who have not met the expectations.
Evaluation
GaMTSS provides a guidance framework to districts and schools in creating comprehensive evaluation plans and sharing results with stakeholders. These plans measure the effectiveness of a tiered support system, aligned with district or school improvement goals. By closely monitoring implementation fidelity and student outcomes related to top priorities, decision making can be optimized. Furthermore, effective evaluation will help reduce overlapping initiatives and secure investment in strategies that yield positive results.
Infrastructure
While the implementation of GaMTSS primarily occurs at the school level, it is crucial to recognize a school's success is highly dependent upon the district involvement and leadership. Districts are responsible for providing the necessary infrastructure, such as data systems, assessment tools, early warning indicators, and problem-solving processes, as well as support mechanisms like professional development, coaching, barrier removal, policy, funding, and alignment for continuous improvement. Schools should build on the district infrastructure to develop and sustain GaMTSS.
