October 2018

1. Georgia’s Tiered System of Supports for StudentsKaren Suddeth, Project DirectorCarole Carr, Communications & Visibility Specialistwww.gadoe.org/TieredSystemofSupports 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.

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.

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?

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.

6. Response to Intervention Students receive services at all levels, depending on need. 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.

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.

8. Georgia’s Tiered System of Supports for StudentsThe 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)

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. 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.

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

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.

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

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

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

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

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

18. The contents of presentation were developed under a grant from the U.S. Department of Education, #H323A170010.  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.