The Wisconsin RtI Center and Wisconsin PBIS Network are now hiring for a communications specialist and two culturally responsive practices technical assistance coordinators. More information is available here.
Register for the following trainings and events now before the school year ends.
A training to become an ISIS-SWIS facilitator is being offered as an optional pre-conference at the 2013 PBIS Leadership Conference. The training will take place on August 19 at the Kalahari Resort and Conference Center in Wisconsin Dells. This training is $150. Participants must be current SWIS facilitators.
ISIS-SWIS facilitators are individuals employed by the state/district/region to provide assistance to schools. View an introductory video here. This training is intended to prepare current SWIS “facilitators” to use ISIS-SWIS to coordinate and monitor individualized student support and help their local school teams prepare for and use ISIS-SWIS data for progress monitoring and decision making. The full-day training focuses on
- readiness, compatibility, and licensing
- account set up and student file set up
- data entry and report generation
- using ISIS-SWIS data for progress monitoring and accountability
Space is filling up very quickly for the 2013 PBIS Leadership Conference, held at the Kalahari Resort and Conference Center in Wisconsin Dells. This two-day conference will give participants knowledge and experience at the universal/tier 1, selected/tier 2, and intensive/tier 3 levels of implementation. Sessions will include information about:
- family engagement
- high schools
- tier 2/tier 3 supports
- culturally responsive practices
The Wisconsin RtI Center is offering several opportunities for schools to attend this overview in the late summer and fall. This two-day, team-based workshop provides school leadership teams with the fundamental knowledge and resources to develop their RtI systems. Teams will be trained in the SIR, and will also complete it as part of the overview. Separate trainings for elementary and secondary audiences are offered. See our calendar for more information.
This training is intended to prepare facilitators to use SWIS and to help their local schools prepare for and use SWIS. A data based, decision-making model is presented. Information generated by SWIS is embedded in decision making. Click here for more information.
The Wisconsin PBIS Network will be hosting its first film festival as part of the 2013 PBIS Leadership Conference. The conference session will showcase top entries from schools around the state, and the audience will be able to vote for the winners. Be sure to check out the selection at this year’s conference.
PBIS Assessments, SWIS, and PBIS Evaluations are now collected under one website, PBISApps.org [link to pbisapps.org]. Users trying to access any of the previous sites will be automatically redirected to PBISApps.org. School staff trying to login to PBIS Assessments to take a survey will be able to enter their school ID directly on this page. Watch this video tutorial on the login process.
We had a pair of boys (in seventh and eighth grade) who had 13 and 17 tardies during the second quarter, respectively. Four of my student cadre members were given the task of job shadowing these two boys during what we are calling “The Tardy Project.” They pick the students up from class and make sure that they make it to their next class on time. After one month, each boy had been marked tardy only once each. The students involved are rewarded with a soda of their choosing on Friday if they get through the whole week without a tardy.
Beaver Dam Middle School had been looking at some fairly discouraging data regarding our students’ reading proficiencies. Last year, we formed a literacy team, and together we are working on strengthening our tier 1 instructional practices. At the same time, we began aggressively implementing a plan for additional targeted interventions aimed at bringing all of our students to proficiency levels. We now have 11 staff members doing reading interventions and over 150 students with reading interventions built into their schedules.
This system, “Reading Academy,” is extensive. Based on teacher observation, WKCE, MAP, and AIMSweb data, students were scheduled into the intervention we felt best fit their need. We looked at whether students were struggling with motivation and attention, comprehension, or decoding, and scheduled them accordingly.
In the sixth and seventh grades, reading teachers use one period a day in lieu of a study hall and use that time to do more intensive, targeted work with students, then follow up in class to see whether there is transfer happening. Also, sixth and seventh grade offer two 45-minute sections of READ 180. Students who are identified specifically with comprehension issues take READ 180 in addition to their regular reading class and language arts class. We are no longer using this program to supplant regular instruction. Finally, for those students who struggle with decoding issues, we are using the Barton Spelling and Reading system, an Orton-Gillingham based phonemic awareness system. These students are working one-on-one with a reading teacher to systematically untangle the confusions that are getting in their way of being successful readers.
In eighth grade, we offer a co-taught EEN reading class and a co-taught ELL reading class that students take in addition to their regular language arts class. These classes support the literacy learning happening in all classes with additional time offered to help them through the work of composing meaning through the reading and writing requirements.
So far, our data is showing improvement. More importantly, students are benefitting. Last week during eighth-grade Reading Academy, Veronica announced, “I feel like I’m getting smarter!”
In the 2012–13 school year, Marion Elementary held its kickoff for PBIS. As the buses dropped off students on the first day of school, most teachers were outside welcoming our students back to school. We played music and offered coffee and donuts for parents. It was a lot of fun for teachers, students, and parents. During the first day of school, we set up stations throughout the school so we could teach students the expected behaviors on the bus, in the cafeteria, in the hallway, in the restroom, and on the playground. Each student received a passport that was punched each time they completed an area. When all areas were completed, the class received popsicles. Each area has expected behaviors posted, and we have periodically reviewed them throughout the year, especially after a long break. All staff hand out Mustang Awards to those caught following expected behaviors or for being Above the Line. We are on goal to reach 5,000 Mustang Awards as a school. Once we reach that goal we will have a school-wide celebration with a movie and popcorn in our gymnasium.
We have been tracking behaviors with charts for two years. This year we matched the charts with our expected behaviors. Currently six students use behavior charts and all are making progress on their behavior goals. We just took our winter MAP tests and the results were very exciting for those students with behavior concerns.
- The first student gained 23 points in reading and 14 points in mathematics
- The second student gained 23 points in reading and 36 points in mathematics
- The third student lost 3 points in reading but gained 15 points in mathematics
- The fourth student gained 12 points in reading and 13 points in mathematics
- The fifth student gained 43 points in reading and 22 points in mathematics
- The sixth student gained 30 points in reading and 4 points in mathematics
It has been an exciting year implementing PBIS. We are making gains but have a long way to go. It has helped staff tremendously to have a common vocabulary and expected behaviors for all areas. We are already making plans for next year and look forward to continued success with PBIS.
Our school began implementing PBIS in the 2011–12 school year as a part of the Kimberly Area School District initiative to achieve excellence in education. After obtaining information regarding PBIS, the district began training elementary-based teams because we saw that it was something our students needed in place to become more successful at school, home, and in the community.
We do not have many challenging behaviors in our school. The PBIS team was mainly interested in establishing clear and consistent expectations among all staff, providing teachers with behavior-based lesson plans for expected behaviors, and providing extra support to the small number of students who require additional interventions in the area of behavior. In addition, the PBIS team wanted to have a method of collecting data that would be analyzed at our student strategy team meetings (the Kimberly Area School District’s problem-solving model as part of RtI).
The most noticeable improvement to Sunrise School as a result of implementing PBIS was the cleanliness of our bathrooms. Before implementation, our bathrooms were poorly cared for by students during the day. It was also a very noisy area because students seemed to enjoy the echo that a public restroom provided. During our kick off, students were taught the Five Twos for the bathroom (two minutes in the bathroom, two pumps of soap, two hand flicks into the sink, two paper towels for drying, and two points into the garbage can). Students were also taught to use a level 0 voice (no talking) while in the bathroom.
To the whole school’s delight, the bathrooms took on a cleaner appearance, and the voices were much quieter in this setting. After kick off, staff members conducted booster lessons throughout the year to continue re-teaching the expectations in the bathroom. The PBIS team also made sure to station some of our “Caught Bee-ing” tickets in the area of the restrooms so that staff members were able to acknowledge appropriate behavior.
Not only did the appearance and voice level in the bathroom significantly improve, the school’s custodian also observed that we used two fewer cases of paper toweling (twelve large rolls) last year. This is due to students only using two sheets of paper towel after washing their hands.
We celebrated this improvement along with other achievements with our school by praising students on a job well done in announcements made by the principal and at school-wide incentives such as Sunrise Olympics and a staff volleyball game. We look forward to many more improvements to our school as a result of implementing PBIS.
West Allis West Milwaukee Learning Center is an alternative high school. Most of our students enroll deficient in credits, and some have behavioral needs and/or attendance issues. We have several programs that are a part of the learning center, and we have approximately 150 students. We have used and implemented PBIS with fidelity because of the support our students need to be successful. Most of the PBIS-related procedures that we use would fall under tier 2 because of the high need of our population, but we consider them tier 1 because they are applied to all students.
By using our Big Five data, we revealed that we were having difficulty with our morning procedure. Previously, students were to report by 8 a.m., go to the third floor, get breakfast, and then return to their CREW (homeroom) to eat. In addition to this, staff members were assigned outdoor duties to make sure our students were behaving in our neighborhood. Our first class would begin at 8:20 a.m. Many students mistakenly believed they did not have to be here until the 8:20 start and would then still be even later. Some students would get breakfast and stay on the third floor instead of going to their CREW. This left many students unsupervised, which led to an increase in behavioral referrals.
At the beginning of the semester, we implemented a new procedure for our entire population. Due to the change in weather and the need to tighten supervision in the hallways and student areas, staff members were re-assigned duties and spots. All students were required to stay on the third floor until they were released to first hour at 8:15. Beginning at 7:45 a.m., staff members were positioned throughout the building to make sure that students were going to and staying on the third floor. Staff members were also located on the third floor to supervise the students in the cafeteria and lobby. This increase in supervision led to consistency regarding students being where they need to be, when they need to be there. We’ve continued to adjust where staff are located based upon where students are at a given time. At 8 a.m., some staff members are shifted to the third floor in order to better supervise that area due to the increased number of students. There has been a decrease in behavioral referrals during the morning time.
We had a pre-celebration the first day of the semester when the PBIS committee flipped pancakes and made a homemade breakfast for the students. They really seemed to enjoy something other than a school breakfast and also enjoyed interacting with the staff members. Our hope is to do more of these breakfasts to continue to celebrate the success of our students.