1.Ensure Students Have Sufficient Basic Skills So They Can Read to Learn Rather than Learn to Read Strengthen Your CORE (Tier 1) Language Arts Curriculum At Least Grades 6-9 Clarify the Problem by Developing Your Special Education Mission Statement (Intensive Basic Skill Interventions OR Content Class Support with SIM) and Align It With Your Eligibility Criteria 2.Ensure SE Interventions Have a Powerful Basic Skills Focus with High Quality IEP Goals and Frequent Progress Monitoring Using CBM 3.Commit to Effective, School-Wide Positive Behavior Intervention Support (PBIS/PBS) especially Tardies, and Effective Tier 2 and Tier 3 Behavior Support 4.Build Your Screening System to Identify Students with Basic Skill Discrepancies that Need Intervention and Support Frequent Progress Monitoring for Students Who Receive Basic Skill Intervention 5.Build Tier 2, and 3 with Basic Skill Focus 6-10 with Interventions are Maximally Powerful (and Worth It) with Scientifically Based Progress Monitoring (e.g., CBM) 6.Ensure there are Clear and Explicit Paths for Credit Recovery if Electives are Exhausted 7.Make a Commitment to Improve General Education Content Teaching Skills a Continuous Staff Development Target-Ensure Access to Quality Syllabi in a Consistent Format to Websites and Across Teachers; High Quality Grading System; Ensure Teachers Have Access to Training and Coaching In Strategic Instruction Model (SIM) Teaching from a Big Ideas Focus; Employ Evidence-Based Strategies to Increase Engagement; ; 8.Shift Related Services Roles to Minimal Testing and Maximum Consultation and Coaching Support New Thinking: Mark's Secondary Priorities
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