Report page 24

Aligned with Tier 1 and 2 supports • Designed with student and family individualized instructional support plan

Uses multiple sources of data including Functional Behavioral Assessments (FBA) to: • Inform individual supports • Monitor individual student plan implementation and impact and adjust plan as needed

Organize and support educators’ awareness and implementation of individualized support plans • Monitor Tier 3 support needs and provide feedback to inform adjustments to Tiers 1 and 2 • Monitor screening, entry and exit criteria, and intervention effectiveness for all Tier 3 supports

Aligned with Tier 1 supports • Explicitly teach targeted SEB skills • Increase opportunities for practice with both positive and corrective instructional feedback using at least a 5:1

Identify students who may benefit from Tier 2 supports • Establish and monitor entry and exit criteria for Tier 2 interventions

Organizes and supports educators’ awareness and implementation of Tier 2 supports • Monitor Tier 2 support needs and provide feedback to inform adjustments to Tiers 1 and 3 • Monitor individual student and aggregate performance and adjust • Monitor intervention effectiveness for all Tier 2 supports

Prioritize connection and belonging • Codesign schoolwide and classroom-wide expectations • SEB skill instruction for all students • Structures to support a culture of acknowledgment and appreciation • Clearly defined instructional and supportive responses to student behaviors

Uses multiple sources of data from both within (e.g., climate surveys, attendance, academics, discipline) and community (e.g., social determinants of health) to: • Inform the design of Tier 1 systems and practices • Monitor implementation and impact of Tier 1 practices and systems

Process for assessing individual student needs and level of support • District-wide access to external agency supports (e.g., mental health)