GA DOE
GaDOE Fidelity of Implementation Rubric is for this purpose
What is self-assessment instrument of a school’s MTSS implementation?
First step after a teacher says she has a student who is not making the progress she’d like to see.
What is, consult with the instructional coach?
Scores below the 35th %ile or at-risk point on at least two screeners may indicate this.
What is the requirement for EIP/REP eligibility?
The name of tiered system of behavioral supports.
What is PBIS?
Supports are _____, not students!
What is tiered?
When the tier 2 progress monitoring data clearly indicates that the student has met their intervention plan goal this is the next step.
What is, it’s time to consider a move to Tier 1 (and exit EIP/REP if appropriate) or revise the goal?
At least two current assessments showing achievement at or above the 40th %tile or benchmark level.
What is the requirement for exiting EIP/REP?
All things MTSS in CSD are found here: intervention chart, manual, forms for parents, checklists, meeting protocols, data analysis protocols, GA DOE MTSS materials.
What is the Shared Drive, “CSD Multi-Tiered System of Supports”?
The old tier 4 is now here.
What is throughout the three tiers?
https://docs.google.com/presentation/d/1YGAPWDrIhwHfd5TpsmzulL0eGaCK8_iD1Mw3PP_Xmbw/edit?usp=sharing
10th percentile is the criteria for this level of support
What is the percentile on a screener that is the suggested data point for “automatic” Tier 3 support?
10 days after notifying parents this happens
What is when EIP support can begin? (10 days after parent notification letter is sent)
RTI, PBIS, SST, Wrap Around Services, Student Mental Health are some.
What are the tiered supports that are under the MTSS umbrella?
These are the 5 components of the GA DOE MTSS model.
What are screening, progress monitoring, multi-tiered prevention system, data-based decisions and school & district infrastructure?
This is the next step when the tier 2 progress monitoring data consistently indicates that adequate progress towards the goal is not being made.
What is, “Consider an intervention change, goal change, check on fidelity of implementation, or move to Tier 3 support”?
One reason for classroom Tier 2 interventions.
What is, when a student doesn’t qualify for EIP/REP but needs more than Tier 1 differentiation in the classroom?
Building teacher capacity is a benefit of this practice.
What is one benefit of the MTSS grade level team meetings that discuss matching interventions to student learning and behavioral needs?