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BPS Multi-Tiered System of Supports
  • RTI Process
    • What Does MTSS Look Like in a School
    • Individual Student Problem Solving
  • Reading
    • Tiers of Instruction and Intervention
    • Reading Screening and Diagnostic
    • Reading Progress Monitoring
    • Literacy Intervention Menu
    • Elementary Literacy Intervention Descriptions
    • Secondary Literacy Intervention Descriptions
    • Reading RTI Tools and Guidance
    • Parent Communication >
      • Parent Letters
  • Math
    • BPS Math Assessments K-5
    • Tiers of Instruction and Intervention
    • Math Screening
    • Math Diagnostic Process Grades K-1
    • Math Diagnostic Process Grades 2-5
    • Math Progress Monitoring
    • Math Interventions
    • Math RTI Tools and Guidance
    • Parent Communication
  • Social Emotional
    • Tier 1 - Core
    • Tier 2 - Targeted >
      • Check in Check out
    • Tier 3 - Intensive
  • Online Resources
    • Social Emotional Resources >
      • Behavior Doctor Materials
      • Bullying Prevention Expect Respect
      • Collaborative for Academic, Social, and Emotional Learning
      • Collaborative Problem Solving
      • National PBIS Site
      • PBIS World Resources
      • Responsive Classroom
      • Rhode Island PBIS
      • SWIS
    • Math Resources >
      • Do The Math
      • The Iris Center
      • What Works Clearinghouse
    • Reading Resources >
      • Florida Center for Reading Research
      • RTI Action Network
      • What Works Clearinghouse
    • RTI Resources >
      • CAST UDL
      • Center on Response to Intervention
      • Explicit Instruction
      • Intervention Central
      • National Center on Intensive Intervention
      • RIDE RTI

Tier 1

The Core (all students)

Best Practices
School-Wide Behavioral and Social Expectations need to be developed, taught, modeled, practiced and acknowledged  just like academic skills. All children can exhibit appropriate social behavior. As a result, it is our responsibility to identify the contextual setting events and environmental conditions that enable exhibition of appropriate behavior. Often improving student behavior is a result of the adults changing what they are doing or how they are doing it. 

Data-based decision making is central. Decisions are based on professional judgment informed directly by performance data. This requires that ongoing data collection systems are in place and that resulting data are used to make informed social emotional intervention planning decisions.

Social Emotional Learning
Responsive Classroom

Useful Tips and Reminders:
  • Adults should maintain a 4:1 ratio of positive:negative interactions with students.
  • Active Supervision includes scanning, moving and interacting with students.
  • Social and Behavioral expectations need to be visual and posted in all settings.
  • The most effective behavior management system is academic engagement.
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