Background Knowledge
Common Belief System
  1. An MTSS model for behavior and academics with a strong problem-solving process will result in effective prevention and intervention.

  2. Student engagement and learning are best achieved when instruction is targeted at a student's level.

  3. 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.

  4. Both summative and formative assessments provide important data to identify academic behavior at-risk and inform effective intervention.

  5. Other instructionally relevant assessments include:
         1.) Universal screening tools in academics and                   behavior.
         2.) Progress monitoring measures.
         3.) Diagnostic with informal or formal assessment               tools.

  6. Attendance and behavior data are important for recognizing emerging internalizing and externalizing behavior problems.

  7. 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.

  8. Retention is not an intervention, but it is one of the most powerful predictors that a student will drop out of high school.

  9. A professional learning environment needs to be established for educators to effectively use data to guide important instructional & system decisions that impact all students.