These supports are layered for each student as the student's need intensifies.

For more information please go to the BPS District MTSS site.

H - HARDWORKING

• Students - Putting the time and effort into completing a task to the best of your ability
• Staff - Committing to initiating and persisting at tasks

U - UNIQUE

• Students - Respecting the diversity of others and yourself
• Staff - Respecting and appreciating various teaching styles

S - SUCCESSFUL

• Students - Setting and accomplishing attainable goals
• Staff - Setting and accomplishing attainable goals for students and self

K - KIND

• Students - Being friendly - Putting others’ needs before your own
• Staff - Creating positive, caring relationships with students and staff

I - INTEGRITY

• Students - Doing the right thing even if no one is looking
• Staff - Being better every day

E - EMPATHETIC

• Students - Recognizing and trying to understand the feelings of others
• Staff - Responding appropriately to the feelings of others

S - SELF-SUFFICIENT  

• Students - Getting things done without supervision
• Staff - Working hard every day

• Focus: All students
• Instruction: District curriculum and instructional practices that are evidence-based; Standards-Based Education (SBE); incorporate differentiated instruction.
• Examples: Project Based Learning (PBL), instructional strategies (e.g. AVID), Resilience Breakthrough, Second Step, SW-PBIS
• Assessments: Screening, continuous progress monitoring, and outcome measures, SBE linked Formative Assessments

• Focus: Students identified through screening as at risk for poor academic or behavior outcomes
• Instruction: Targeted, supplemental instruction delivered to small groups
• Examples: Why Try, Reading Strategies Class, Math Strategies Class, Reading Services, Check-in/Check-out, behavior skills groups
• Assessments: Progress monitoring, diagnostic

• Focus: Students who have not responded to Tier 1 and 2 instruction, or who present with very low achievement
• Instruction: Intensive intervention adapted to address individual student needs through the systematic use of assessment data, validated interventions, and research-based instruction or behavior support strategies.
• Examples: Replacement programs, Data-based individualization, Why Try, Dual Credit, as well as leadership opportunities.
• Assessments: Progress monitoring, diagnostic, Functional Behavior Assessment (FBA)/Prevent-Teach-Reinforce (PTR)

Click here for a printable version of the 2R's Poster. 

2R's:  R+R=Success	4 – Exceeds Expectations	3 – Meets  Expectations	2 -Partially Meets Expectations	1 - Improvement Needed
Be Responsible   (Involves accountability and diligence)	* Bring necessary materials to class      *Organize materials (planner, binder, folders, etc.)   *Complete homework and practice assignments as instructed   *Follow school/classroom rules (cell-phone, dress code, etc.)   *Actively participate in a positive and purposeful manner
Be Respectful   (Involves politeness, tolerance, and courtesy)	*Communicate in a positive way using appropriate language    *Follow directions from the teacher   *Respect the personal space and property of others    *Demonstrate the proper and safe use of materials and equipment

• Data analysis occurs at all levels of MTSS implementation (e.g., district, school, grade level) as well as all tiers of instruction.
• Establish routines and procedures for sharing data and making decisions.
• Use explicit decision rules and tools (e.g. proficiency scales and/or rubrics) to assess student progress
• Data are used to compare the adequacy of core curriculum and the effectiveness of different instructional and behavioral strategies.