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

Additional Information 

Accommodations, Modifications, and Interventions