Intervention and support strategies aim to address students' needs in multiple domains, including academics, social-emotional development, and attendance.

Tier 1 interventions are provided to all students and typically involve universal screening to identify students who may need additional support.

An FBA is conducted to gather information about the student's behavior, including the antecedents and consequences, to determine the function of the misbehavior.

Tier 2 interventions are provided to students who need additional support beyond Tier 1 interventions and typically involve small group instruction with a focus on specific skills.

Social skills groups aim to teach students the skills necessary for positive social interactions, such as communication, cooperation, and problem-solving.

Tier 3 interventions are provided to students who need intensive, individualized support and typically involve individual counseling or therapy.

A crisis intervention plan outlines the steps to be taken to provide immediate support to a student in crisis and ensure their safety.

Positive behavior support strategies focus on reinforcing positive behaviors and teaching students appropriate behaviors, rather than relying solely on punishment.

A behavior modification plan outlines the specific steps to be taken to address a student's misbehavior, including positive behavior supports and consequences.

School-wide interventions are implemented at the school level and typically involve creating a positive school climate and teaching students appropriate behaviors.

Transition plans are developed to help students successfully transition between different educational settings or from school to work or higher education.

Wraparound services are comprehensive and individualized services that are provided to students and their families to address their needs in multiple domains.

SSTs are responsible for developing and implementing intervention plans, providing support to teachers and parents, and monitoring students' progress.

Data-based decision-making involves using data to make informed decisions about instruction, intervention, and support services.

Progress monitoring systems are used to track students' progress, identify students who are struggling, and make adjustments to intervention plans as needed.