Common Belief System
- An MTSS model for behavior and academics with a strong problem-solving process will result in effective prevention and intervention.
- Student engagement and learning are best achieved when instruction is targeted at a student’s level
- Data-based decision making using a systematic problem-solving process should occur at all levels of operation: District, school, grade, classroom, and individual student level.
- Both summative and formative assessments provide important data to identify academic behavior at-risk and inform effective intervention.
- Attendance and behavior data are important for recognizing emerging internalizing and externalizing behavior problems.
- Students are served in their Least Restrictive Environment and are only pulled out of the general education setting for intense, targeted, individualized or small group instruction.
- Retention is not an intervention, but it is one of the most powerful predictors that a student will drop out of high school.
- A professional learning environment needs to be established for educators to effectively use data to guide important instructional & system decisions that impact all students.
- Other instructionally relevant assessments include:
- Universal screening tools in academics and behavior
- Progress monitoring measures
- Diagnostic with informal or formal assessment tools
Accommodations, Modifications, and Interventions