Georgia educators are aligning to create a preventive framework to improve performance outcomes of all learners. Georgia's Tiered System of Supports for Students is the continued implementation of Georgia's Systems of Continuous Improvement, the statewide plan to provide a tiered system of supports for the districts, schools, and students. The tiered system includes evidence-based interventions and screenings that will provide the different levels of support needed to maximize student achievement and reduce behavior problems.
The essential components of Georgia’s framework are aligned with the nationally vetted Multi-Tiered System of Supports (MTSS) including:
Screening
Progress Monitoring
Multi-Level Prevention System
Data-Based Decision Making.
Georgia added Infrastructure as a fifth component to ensure schools can develop a systemic and preventive educational system that can easily be personalized for every child. The following are critical elements of the
Infrastructure:
Leadership
Effective Teaming
Professional Learning
Family & Community Engagement.
Latorri West
Assessment & Accountability Specialist
email: latorri.west@dooly.k12.ga.us
Response to Intervention (RTI)
Response to Intervention, in Georgia, is a three-tiered instructional process, or framework, that guides teachers in matching instruction and intervention to each student's learning needs.
What are the Key Components of Response to Intervention?
High-quality, research-based instruction and behavioral support for all students in general education.
Universal (district-wide) screening of academics and behavior to determine which students need intervention and/or enrichment and acceleration.
Multiple tiers, or layers, of increasingly intense scientific, research-based interventions matched to student needs.
School staff works together to develop, implement, and monitor the intervention process.
Continuous monitoring, with objective data, of student progress during the intervention to determine if students are meeting their achievement goals.
Systems in place to ensure fidelity of instruction and intervention.
Parent involvement in the instructional process.
What are the Three Tiers of Instruction in a Response to Intervention Framework?
Tier 1 - All students receive AKS-based instruction matched to their readiness level in the general education classroom. Behavioral expectations are also specifically taught and reinforced in this tier. Schools will monitor all students to determine who may be at risk for not meeting grade level AKS, as well as who might benefit from enrichment and/or acceleration.
Tier 2 - Students with documented skill gaps in reading, math, or behavior will receive targeted intervention in their specific AKS area(s) of weakness.
Tier 3 - Students with documented significant skill weaknesses and students who do not respond to targeted intervention in Tier 2 will participate in more intensive intervention in Tier 3.
Early Intervention Program (EIP)
The Early Intervention Program (EIP) is a state-funded and regulated program designed to serve students in grades K – 5 who may be at risk of not reaching or maintaining grade level AKS expectations, as defined in the state Early Intervention Program Guidelines. The purpose of EIP is to help students reach grade-level performance in the shortest possible time.
Students may qualify for EIP in reading and/or in mathematics based on the state’s eligibility requirements.
Program Structure
The program design is developed in coordination with regular AKS instruction and other educational programs. Development and evaluation of the program involves teachers, administrators, and parents at the school level. The Early Intervention Program includes four components:
Staff
Early Intervention Program is staffed by certified teachers with experience and expertise in teaching students with diverse needs and abilities. Early intervention funds provide additional staff beyond that provided through regular funds.
Remedial Education Program (REP)
The Remedial Education Program (REP) is an instructional program designed for students in grades 6-12 who have identified deficiencies in reading, writing, or math. This program provides individualized basic skills instruction as mandated by Georgia Law in reading, writing, and mathematics.
The REP Program provides a structure for additional instruction and evidence-based interventions to ensure students meet grade level expectations at the middle and high school level.
Program Structure
The program design is developed with regular AKS instruction and other remedial educational programs. The program is to provide students additional support in mastering grade-level AKS in Language Arts and Mathematics courses. Development and evaluation of the program involves teachers, administrators, and parents at the school level.
Staff
All REP teachers must meet the appropriate certification requirements defined by the Professional Standards Commission and be fully qualified to teach reading, writing, or mathematics.