1. Georgia’s Tiered System of Supports for Students Karen Suddeth, Project Director Carole Carr, Communications & Visibility Specialist
October 2018

2. Challenge
Georgia is currently implementing a multi-tiered system of supports (MTSS) framework that focuses on prevention and meeting the needs of all students. In 2008, Georgia educators were introduced to the tiered framework through Response to Intervention and reintroduced in 2011 through Georgia Student Achievement Pyramid of Interventions. Schools and districts were given autonomy to implement the tiered framework and as a result, there are currently different versions or parts of the framework being delivered in schools through the state.
10/10/2018

3. Challenge continued
In 2018, Georgia's Department of Education launched Georgia’s Tiered System of Supports for Students. Like RTI, the tiered framework has the four essential components: Screening, Progress Monitoring, Multi-Level Prevention System, and Data-Based Decision Making, but RTI is just one component of MTSS.
10/10/2018

4. Key Question
How can the state’s Implementation team effectively communicate the following:
What is Georgia’s Tiered System of Supports for Students?
Recognize the work that has gone before it?
Help educators understand that all essential components of the framework must be implemented with fidelity to have a powerful impact on student outcomes?
10/10/2018

5. Overview of the Dilemma/Clarifying Questions to Consider
Feedback from district and school staff -
Educators will assume the framework is just RTI revamped.
Like RTI, the framework may be perceived as a pathway to Special Education.
There are state laws that specifically identify the use of MTSS. However, Georgia’s Department of Education has decided to call our work Georgia’s Tiered System of Supports for Students.
10/10/2018

6. Response to Intervention
The biggest debate stems from Georgia being the only state to have used a four tiered pyramid to select interventions for students. Georgia’s Tiered System of Supports for Students operates within a three tiered, multi-level prevention system.
Students receive services at all levels, depending on need.
10/10/2018

7. Georgia’s Action Plan
For the first time Georgia hired a Communications Specialist to join the implementation team.
Regional Coaches have been assigned to support each district in Cohort 1 and regularly meet to develop consistent language and plans to help guide districts through implementation.
The team adopted the nationally vetted MTSS definition to clearly define What is Georgia’s Tiered System of Supports for Students and what it is NOT.
10/10/2018

8. Georgia’s Tiered System of Supports for Students The National Definition
A tiered system of supports integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavioral problems.
Promotes systems alignment to increase efficiency and effectiveness of resources.
(Adopted from National Center on Response to Intervention, 2010)
10/10/2018

9. Closing - Georgia’s Action Plan
Focused on words in the definition that emphasize PREVENTION and stressed this framework supports ALL students including: students with disabilities, English language learners and Gifted – or students in need of enrichment or acceleration.
10/10/2018

10. Georgia’s Action Plan continued
The state implementation team developed a strategic communications plan that models what we are asking the schools and districts to do –
Use the components of the framework to develop a comprehensive implementation plan.
10/10/2018

11. Essential Components of Georgia’s Tiered System of Supports for Students
Screening
Progress Monitoring
Multi-Level Prevention System
Tier I: Primary Level – Instruction/Core Curriculum
Tier II: Secondary Level - Intervention
Tier III: Tertiary Level - Intensive Intervention
Data-Based Decision Making
Identify instructional needs for academics and/or behavior
Evaluate the effectiveness of core curriculum, instruction, interventions and the framework
Determine movement within the multi-level system
Infrastructure and Support Mechanisms
10/10/2018

12. Georgia’s Action Plan continued
The plan incorporated the feedback and made Data-Based Decisions using information that was received from implementing previous frameworks to dispel misconceptions and develop a common language and delivery system to reach internal and external audiences.
Georgia added a fifth component, Infrastructure to ensure districts and schools have support mechanisms in place at all levels to meet students’ needs.
10/10/2018

13. Essential Components of the Nationally Aligned MTSS Framework
Georgia added the
essential component of Infrastructure.
Supported by District and School
Infrastructure and Support Mechanisms
10/10/2018

14. Essential Components: Infrastructure and Support Mechanisms Knowledge, resources and organizational structures necessary to operationalize all components of the framework in a unified system to meet the established goals
Leadership
Professional Learning
Family and Community Engagement
Effective Teaming
Communication with and Involvement of All Staff
Cultural Linguistic Responsiveness
Prevention Focus
Schedules
Resources
10/10/2018

15. Georgia’s Action Plan continued
Compiled a list of all communication platforms available to distribute information at Multi-Levels of the state’s educational system and prevent confusion or miscommunication.
State and School – Newsletters
Websites
Social/Digital Platforms
In-person Conferences/Events/Professional Learning Opportunities
Media Relations
10/10/2018

16. Georgia’s Action Plan continued
Compiled a list of all the communication platforms that we were lacking:
Word of Mouth
Shared Voice
Partnerships
Video Platforms & Equipment
10/10/2018

17. Georgia’s Action Plan continued
Professional Learning Goals - Screen for areas of improvement and receive feedback and other data to educate and establish a common language among participants who will spread our message throughout their districts.
Newsletter - Actively engages and sustains feedback loops that foster effective communication with community partners, families, students, and educators doing the work.
Highlights successes and share lessons learned from implementation
Provides feedback through interviews that are used to Progress Monitor and make continuous improvements to our work
Establish district and school leaders as experts in their fields
Gives everyone a voice
10/10/2018

18. The contents of presentation were developed under a grant from the U.S. Department of Education, #H323A   However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.   Project Officer, Jennifer Coffey.
10/10/2018