Academic and Emotional Support

BVSD believes in providing students with a strong foundation of safe, inclusive learning environments, support strong assessment practices, and create clear processes for instruction and layered interventions that meet students where they are and move them forward.

Through this layered approach, our goal is to personalize learning and emotional supports for all students. 
 

Multi-Tiered System of Supports

MTSS is a prevention-based framework of team-driven, data-based problem solving for improving the outcomes of every student through family, school, and community partnering and a layered continuum of evidence-based practices applied at the classroom, school, district, region, and state level.

MTSS is a shift in thinking that moves from a reactive, isolated approach to a proactive, integrated systems approach to student learning.

 

 

Frequently Asked Questions

What is Multi-Tiered System of Supports (MTSS)?

In Colorado, a Multi-Tiered System of Supports (MTSS) is defined as:  a prevention-based framework of team-driven data-based problem solving for improving the outcomes of every student through family, school, and community partnering and a layered continuum of evidence-based practices applied at the classroom, school, district, region, and state level.  In other words, it’s how we organize our system so that students and families in the BVSD are supported, connected and successful. BVSD aligns its MTSS work with the Colorado Department of Education Office of Learning Supports.  Additional resources are available here:  http://www.cde.state.co.us/mtss

What is PBIS?

PBIS stands for Positive Behavioral Interventions and Supports.

It’s a way that schools or systems organize their behavioral supports and expectations. In many schools, this looks like a motto or expression that states the school’s values for behavior and learning. For example, “Harrington Huskies are safe, responsible, and respectful.”

What are Interventions?

In MTSS language, interventions fall under the component called a Layered Continuum of Supports.  

To ensure that every student receives equitable academic and behavioral support that is culturally responsive, matched to need, and developmentally appropriate, educators and families provide students with instruction and support that can increase in intensity from universal practices (for every student) to targeted (for some students) to intensive (for a few students).

How can families get involved?

F​amily, school and community partnering is one of the five components of MTSS.  This means that everyone has a role in the process.  School based teams work together to support student learning at home, at school, and in the community.  Ask your school how to join the work of the MTSS leadership team.

How can I (parent/guardian) be informed of my student’s progress?

As school based MTSS teams meet and plan interventions or progress monitoring for students, they include educators and families in the process.  Information may come in the form of informal communication, meetings, conferences or email.  Contact your student’s teacher, counselor, or the school’s MTSS leadership team for more information.

What can we do at home?

Here are a few ways families can support what their student is doing in school:

 Make reading an everyday habit at home

 Communicate with your student’s teacher

 Monitor and assist with homework assignments

 Review progress monitoring data

 Share your student’s successes

 Help your student set personal goals

 Help your student understand how to perservere through the tough parts of school

 Learn more about the curricula and interventions being used in your student’s school

 Attend parent/teacher conferences and other school meeting about your student

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Academics

Student Services/Counseling