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Dekalb County School District

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MTSS

Multi-Tiered System of Supports (MTSS)

Vision: To build a unified, data-driven system of supports where every school implements MTSS with fidelity so that every child, in every tier, receives the right academic, behavioral, and wellness interventions every day. Through the Arc of Learning, Data-Based Decision Making, Implementation Fidelity, and Capacity Building, we ensure equitable access, accelerate student growth, and strengthen whole-child outcomes across all schools.

Multi-Tiered System of Supports (MTSS)

MTSS is a unified framework that integrates academics, behavior, and wellness so schools can respond to student needs early, systematically, and effectively.

 
  • Whole Child Support: Academic learning, behavior, and wellbeing are all connected and important for success.
  • Strong Foundations: Districts establish leadership teams, clear procedures, and provide schools with tools, training, and resources.
  • Teamwork: Educators, staff, students, families/caretakers, and community partners work together to improve outcomes.
  • Layers of Support: Every student has access to high-quality instruction with targeted support when needed.
  • Using Data: Data is collected and reviewed to set goals, guide interventions, and monitor progress.
  • Positive School Climate: Students thrive in academically supportive, healthy, safe learning communities.

Meet the Team

Director of MTSS: Monique Kimbell
Senior MTSS Coordinator: Marlita Henry

 

Components of MTSS (GaMTSS)

  • Expectations Set and Taught: Expectations are defined, taught, modeled, practiced, and reinforced with positive/corrective feedback.
  • Behaviors Defined: Clear definitions distinguish classroom-managed vs. office-managed behaviors for consistent responses.
  • Behavior Consequences: Responses reteach skills, build relationships, and reduce exclusionary practices.
  • Capacity Building: Schools receive the support needed to implement MTSS with fidelity and sustain practices over time.

Georgia Student Support Team (SST) Guidance

Objective: The Georgia Student Support Team (SST) is a systematic, collaborative, and data-driven process designed to identify and address K–12 student learning and behavior concerns within schools before referring students for additional or specialized services.

Purpose

  • Provide proactive, coordinated interventions tailored to individual K–12 student needs.
  • Utilize a structured support framework to systematically assess, plan, execute, and evaluate educational strategies.
  • Engage parents/guardians as equal partners in intervention planning and execution.

Key Principles

  1. Early Identification & Assessment – Recognize learning/behavior issues promptly, using formal and previous evaluations.
  2. Interdisciplinary Collaboration – Convene core/essential personnel to develop holistic plans.
  3. Family Engagement – Parents/guardians are actively invited to meetings and intervention design.
  4. Structured Implementation & Monitoring – Implement interventions with regular review/refinement based on response.
  5. Documentation & Accountability – Maintain records of actions, decisions, and student outcomes.
Georgia Student Support Team (SST) Process
Structured steps for SST implementation
STEP1

Assessment

Review prior evaluation(s) and conduct new assessment(s) as needed.

STEP2

Team Assembly

Include the referring teacher and at least two essential SST member(s).

STEP3

Parent Involvement

Invite parent/guardian to participate in meetings.

STEP4

Planning

Identify issue(s), set goals, and define intervention strategies.

STEP5

Implementation

Apply planned strategies and interventions.

STEP6

Monitoring

Collect data, review progress, and adjust the plan as needed.

STEP7

Documentation

Record meetings, decisions, interventions, and outcomes.

For additional SST information: GaDOE Whole Child Supports

Dyslexia Legislation (Georgia HB 307)

The definition of dyslexia adopted by the International Dyslexia Association (IDA) describes dyslexia as a specific learning disability that is neurobiological in origin and is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

In April 2025, the Governor of Georgia signed House Bill 307 into law. Beginning in the 2025–26 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.

Resources

 

DCSD Dyslexia Process

A quick guide to DCSD Dyslexia Screening Process and Procedures.

STEP 1

Administer Screeners

Administer district screener(s) during the screening windows: August–September (Fall), January (Winter), March–April (Spring).

STEP 2

Determine Risk Levels

Teams (including teachers, coaches, MTSS, and other stakeholders) convene to review/triangulate data, determine the student’s risk level, and complete the reading/screening checklist.

STEP 3

Document Results

Complete the optional tracker, create and upload plans in Infinite Campus (e.g., Tier 2) and/or Tier 3 plan, and prepare to begin interventions.

Complete within two weeks of the testing window closing.

STEP 4

Notify Parents

Share screener results and support plans with parents/guardians.

Complete within two weeks of the testing window closing.

STEP 5

Notify DCSD MTSS Team

Complete the DCSD Reading Support Plan Data Collection Form.

Due: September 23, January 21, & May 20.

STEP 6

Conduct Team Meetings

Conduct meetings based on grouping (e.g., Tier 2/Tier 3/SSTL, Multilingual, etc.), and document next steps.

STEP 7

Implement and Monitor

Implement updated plans, monitor progress, review progress monitoring data, and update parents in 4–6 weeks.

Notice of Child Find

In accordance with State Rule 160-4-7-.03 and the Individuals with Disabilities Education Act (IDEA), DeKalb County School District implements Child Find procedures to identify, locate, and evaluate all children residing within the district who are suspected of having a disability and may require special education and related services.

Child Find obligations extend to all children from birth through age 21 (including private school students, highly mobile, migrant, experiencing homelessness, wards of the state, and home-schooled students within district boundaries), regardless of severity.

Eligibility Determination and Service Provision

  1. Review and analysis of intervention data
  2. Completion of a comprehensive evaluation
  3. Determination of eligibility by a Multidisciplinary Placement Team

Once eligibility is confirmed, students may receive special education and related services from age 3 through 21, continuing until their 22nd birthday.