Multi-Tiered System of Support (MTSS)

Vision

Ensure all students receive high-quality, evidence-based instruction in a supportive environment, meeting academic and behavioral needs through systematic school-wide support and ongoing collaboration involving teachers, administrators, families, specialists, and community partners.

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 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.

The weaving together of the strands of a rope increases its strength, weaving together academic, behavioral, and well-being supports and integrating intervention strategies strengthens the impact of a tiered system of supports.

The Early Intervention Program (EIP) is designed to provide interventions for students who are at risk of not reaching or maintaining their academic grade level based on their performance on state or national assessments or performance measures in English Language Arts/Reading, Mathematics, or both to help them meet grade-level expectations within the shortest possible time.

The Remedial Education Program is an instructional program designed for students in grades 6-12 who have identified deficiencies in reading, writing, and math. This program provides individualized basic skills instruction as mandated by Georgia Law in the areas of reading, mathematics, and writing.

Georgia SB 48

In 2019, the Governor of Georgia signed Senate Bill 48 into law, which focuses on the identification and support of students with dyslexia. Beginning in the 2024-25 school year, Georgia schools will screen all students in grades K-3 for characteristics of dyslexia. The screening IS NOT intended or designed to diagnose dyslexia.

Defining Dyslexia

The definition of dyslexia adopted by the International Dyslexia Association (IDA) states: “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.

Our Approach

APS Screening Process

Parent Information Letter

Identify and Support

MTSS in APS: Supporting All Learners

Challenges in phonological awareness tasks

Difficulty with tasks such as blending and segmenting.

Challenges learning alphabet

Difficulty learning letter names and letter sounds.

Challenges with word recognition

Difficulty recognizing printed words, especially unfamiliar ones; trouble sounding out words.

Challenges with spelling

Difficulty hearing the different small sounds in words (phonemes) and breaking words into smaller parts in order to spell them.

Challenges with sound-symbol association

Difficulty matching letters to the sounds they make.

Challenges with comprehension

Difficulty with reading comprehension and learning new information from text because of underlying word recognition difficulties.

For more information about literacy in Georgia: https://url.gadoe.org/dm9uy

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Last Modified on October 30, 2024