Proudly serving schools, students, and families in Gogebic and Ontonagon counties.
Proudly serving schools, students, and families in Gogebic and Ontonagon counties.
Background Information
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
