Multi-Tiered System of Supports (MTSS)

Georgia educators are alig​ning 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 Infrastructure​:
  • Leadership
  • Effective Teaming
  • Professional Learning
  • Family & Community Engagement​. 

What is PBIS?

Positive Behavior Interventions and Supports (PBIS) is an evidence-based, data-driven framework proven to reduce disciplinary incidents, increase a school’s sense of safety, and support improved academic outcomes. A key strategy of PBIS is prevention. PBIS schools use a multi-tiered approach to prevention, using disciplinary data and principles of behavior analysis to develop school-wide, targeted, and individualized interventions or supports to improve school climate.

How is PBIS different from other school behavior programs?

With PBIS, students are acknowledged for consistent and positive behavior, are given  direct instruction of expected behaviors throughout the school year, and learn a common language as well as routines that are related to appropriate behavior in the school setting. A key strategy utilized in PBIS is reteaching behavior expectations when problem behavior occurs. PBIS stresses the importance of students having the ability to practice the expected behavior and to receive constructive, positive feedback.

“If a child does not know how to read, we teach. 
If a child does not know how to swim, we teach. 
If a child does not know how to multiply, we teach.  
If a child does not know how to drive, we teach. 
If a child does not know how to behave, we… teach? punish? 
Why can’t we finish the last sentence as automatically as we do the others?”
Tom Herner,  NASDE President, 1998