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Teams

Communication is an essential component of effective collaboration within a system. A two-way communication pathway between the learning team and other school-based teams is established through representation of these teams in the learning team membership. Supportive leadership and structural supports are essential to creating and supporting professional learning communities and ensuring that all school stakeholders have a voice and knowledge of the goals and work within the system. All school teams use various Fidelity of Implementation (FOI) tools at different points of the year.

All Tiers 2015-2016 Calendar (includes monthly topics for teams)

RtI teams

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  Learning Team

Learning teams primarily analyze summative and benchmark data at the school, grade, and classroom levels to monitor student performance over time. They act to ensure growth for all students in academic and behavioral domains through action planning and aligned support of teachers and staff members. A two-way communication pathway between the learning team and other school-based teams is established through representation of these teams in the learning team membership.

  PBIS Tier 1 Universal Team

PBIS Universal Teams (Tier 1) commit their time to the implementation of PBIS Tier 1 Supports throughout the schools. Teams must meet at least once a month and their primary duties include: analyzing behavior and attendance data, creating and distributing weekly behavior lessons, ensuring expectations are established and posted throughout the school, make updates to their acknowledgement system as needed, communicate to staff members regularly, and other duties as needed to ensure the school’s PBIS implementation is at fidelity.

PBIS Universal Team Checklist

  Teacher Teams

Teacher teams may be organized by content, grade level, grade band, etc. based on the individual school.  Teacher teams primarily use benchmark and formative data to inform planning and evaluation of high quality instructional practices within Tier 1 and Tier 2. Teacher teams use the universal screening process to identify and provide Tier 2 academic interventions.

Teacher Team Checklist

  Building Intervention Team (BIT)

The Building Intervention Team (BIT) serves a multiple purposes within the RtI System of Support. The BIT manages and monitors system implementation and support of Tier 2 and Tier 3. At the individual/student level, the Building Intervention Team monitors individual students to determine their response to various interventions. 

Building Intervention Team Checklist

  Individualized Teams

Students receiving Tier 3 Interventions for academics or behavior have input on who is a member for their individualized student team. Support staff in a school work with the student and their family around who they would like to be a member of this individualized team. Team members should include adults from the school and anyone important to the student’s life outside of school. This team meets as needed to ensure the student is receiving proper supports.

Team Membership

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  PBIS Universal Team Coordinator

In order to implement PBIS with fidelity, every school needs a PBIS Universal Team Coordinator (Tier 1 Coordinator). Each school can select their own Coordinator and this position should be a teacher or support staff member and not an administrator. PBIS Tier 1 Coordinators are responsible for monitoring and attending district PBIS trainings with their team. They also set up school-level team meetings, set goals with the team, assist with coordination of PBIS events within the school, ensure that the team completes fidelity tools such as the Team Implementation Checklist, Benchmarks of Quality, and Self -Assessment Survey on a regular basis, and analyze school data and share it with staff and stakeholders. The Team Coordinator promotes shared decision-making but also has the authority to initiate change for their building.

Goals:

  1. Monitor and attend district PBIS Trainings with team
  2. Insure that PBIS is implemented with integrity in their building
  3. Communication with the Learning Team, parents, and all interested stakeholders
  4. Ensure PBIS Tier 1 is culturally responsive and addresses the needs of all students

Qualifications:

  1. Works in the building.
  2. Completion of Tier 1/Universal Training
  3. Promotes shared decision-making but has the authority to initiate change (e.g.: works closely with administrator/decision maker)
  4. Believes that all students can achieve and has a positive outlook towards education
  5. Flexibility to attend district trainings

Coordinate with team members the following:

  1. Data collection in building (e.g.: big five and other behavior/ attendance data)
  2. Ensure expectations are taught, reinforced, and monitored at the school-wide level
  3. Celebrations/boosters
  4. Facilitation of monthly Tier 1/Universal Team meetings, including creating an agenda.
  5. Communication of PBIS activities at faculty meetings
  6. Collect and analyze PBIS specific data (e.g.: Team Implementation Checklists, BoQ, etc)
  7. Communicate with parent/parent liaison/PTA/PTO
  8. Annual report shared with district team (e.g. District Leadership Team, Board of Education)
  9. Network with other PBIS Tier 1 Coordinators and your district External Coach
  PBIS Universal Team Membership

The PBIS Universal Team should be composed of staff members that are representative of the entire school.

  • An administrator (who attends at least one meeting a month)
  • Special Education Teachers (across grade bands)
  • Regular Education Teachers (across grade bands)
  • Support Staff (School Psychologists, School Social Workers, School Counselor)
  • Para-professionals, safety, librarians, etc
  • Parents
  • Students
  Building Intervention Team Coordinator

In order to implement an RtI framework with fidelity, every school needs a Building Intervention Team (BIT) Coordinator.  Each school select who they think would be the best candidate for this position and this position should be a teacher or support staff member and not an administrator.  BIT Coordinators are responsible for attending any relevant trainings and bringing back information to their team. They also set up the school-level team meetings, set goals with the team, assist with coordination of interventions within the school, ensure that the team completes fidelity tools such as the SIR and BAT on a regular basis, and analyze school data and share it with staff and stakeholders. The BIT Coordinator promotes shared decision-making but also has the authority to initiate change for their building.

Goals:

  1. Monitor and attend appropriate distric RtI Trainings with team
  2. Insure that RtI is implemented with integrity in their building
  3. Ensure there is communication with the Learning Team
  4. Knows the research and practices related to school-wide RtI systems, including applied culturally responsive practices, and ability to confey these to other staff members as needed

Qualifications:

  1. Works in the building
  2. Completion of Building Intervention Team Training
  3. Promotes shared decision-making but has the authority to initiate change (e.g.: works closely with administrator/decision maker)
  4. Two to three-year commitment
  5. Flexibility to attend meetings at the school and district level

Coordinate with team members the following:

  1. Data collection in building 
  2. Ensure all students are being appropriately screened
  3. Ensure interventions are being conducted with fidelity school wide
  4. Ensure all interventions are being progressed monitored regularly
  5. Facilitation of twice a month Building Intervention Team meetings, including creating an agenda
  6. Communication of RtI activities at faculty meetings
  7. Collect and analyze FOI data (SIR and BAT)
  8. Communicate with parent/parent liaison/PTA/PTO
  9. Annual report shared with district team (e.g. District Leadership Team, Board of Education)
  10. Network with other BIT Coordinators and your district External Coach
  Building Intervention Team Members
The Building Intervention Team typically has a smaller number of members than the Learning Team or PBIS Universal Team. 
The size of the BIT is comparable to the school enrollment. The larger the school enrollment, the larger the team will be.  
 

The following positions are required for the Building Intervention Team:

  • Regular Education Teachers (across grade bands)
  • Special Education Teacher (across grade bands)
  • Support Staff member(s) i.e. Counselors, School Psychologists, Social Workers, Librarians, Assistants, etc.
    • Depending on availability (FTE allocation), responsibilities, and skill set.
  • Administrator (at least one meeting a month)
  Individualized Teams

Students who are participating in a Tier 3 intervention will create an indivualized team who will help the student reach their personalized goals as part of their Tier 3 intervention plan. These teams will meet as needed to create and update an action plan for the student's goals. This team can be composed of any staff member at the school or members of the community including:

  • Parents and families (required for an FBA and Educational Wraparound)
  • Current teacher
  • Former teacher
  • Support staff
  • Safety, engineer, para professional, etc.
  • Administration
  • Coaches
  • Neighbors or members of the student's community

Team Forms

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  PBIS Tier 1 Forms
  Building Intervention Team Forms
  PBIS Tier 2 Forms
  Attendance Tier 2 Forms
  PBIS Tier 3 Forms
  Notification and Consent (Parent Letters Home for Interventions) ENGLISH
  Notification and Consent Letters- Translated
  Team Minutes Forms

Please note that every section of the Meeting Minutes does not need to be completed at every meeting. These forms were created to help guide you around all the possible topics that could be discussed at various meetings. You do want to make sure you cover all of this topics on a regular basis, but they don't have to be covered at every meeting, and every section of the form does not need to be completed at every meeting.

PBIS Tier 1 Team Meeting Minutes

Teacher Team ( grade level or department meetings) Meeting Minutes when discussing RtI

Building Intervention Team (BIT) Meeting Minutes

 

Building Intervention Team Roles

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  Overview

The Building Intervention Team (BIT) serves as the hub for both academic and behavioral intervention systems for Tier 2 and Tier 3 in the school.  The BIT, in collaboration with the Learning Team ensures that intervention systems are in place and effectively functioning within the school. The BIT meets at least twice a month to review Tier 2 and Tier 3 intervention systems, student data and to identify students for Tier 2 behavioral interventions.  Additionally, the BIT may also collaborate with or provide guidance to Teacher Teams (organized either by grade level or subject area/department) in the selection of interventions and/or to identify students who may qualify for an intervention. School teams follow the MPS RtI Process.

The Building Intervention Team typically has a smaller number of members than the Learning Team or PBIS Universal Team.  The size of the BIT is comparable to the school enrollment- the larger the school enrollment, the larger the team will be.  At large schools, the Building Intervention Team may have sub-committees or silent team members that are responsible for specific tasks.  The following positions are required for the Building Intervention Team: 

  • Regular Education Teacher(s) (representative of all grade bands)
  • Special Education Teacher(s)
  • Support Staff member(s) i.e. Counselors, Social Workers, Librarians, Instructional Coaches, Assistants, etc. depending on availability (FTE allocation), responsibilities, and skill set.
  • Administrator (as needed)

Once the Building Intervention Team members are identified, each BIT is required to have a Team Coordinator(s) and several members trained in PBIS Tier 2 and 3 processes.  The Building Intervention Team members should fill the following roles: 

  • Team Coordinator (required)
  • Data Coordinator
  • Record Keeper (minutes)

When collaborating with teacher teams around individual and student group data and interventions, the Team Coordinator may invite additional teachers, coaches or other staff members that can help address the area of concern. For example when the BIT is discussing literacy data, a grade level teacher who has expertise in literacy may be asked to attend that BIT meeting. Or when the BIT is discussing behavior data, staff members trained in PBIS interventions may be asked to attend the BIT meeting.

The PBIS Universal Team, The Learning Team, and the BIT have different roles and responsibilities and should not be meeting as one large group.  It is recommended that there is either a member who is a liaison between teams or a method of communication is established between the two teams (such as email or a TLC). It is also recommended that the BIT meet at least twice a month.

The Building Intervention Team should communicate any needs, data, or other concerns regarding the school’s Tier 2 and 3 intervention systems to enable the Learning Team to make informed decisions regarding the planning, monitoring and managing implementation and evaluating the effectiveness of their school level RtI/PBIS Framework for academics and behavior.

  1) Ensure Tier 2 and 3 Intervention Systems Are In Place

The Building Intervention Team ensures that both academic and behavioral intervention systems are in place at the school.  This involves:

setting up intervention systems which include timelines for identification of students, personnel to coordinate interventions and enter data, and identifying the model for delivery of interventions 

determining professional development needs for staff members on interventions, progress monitoring, and documentation 

assessing the fidelity of implementation of interventions and intervention systems and creating action plans for continuous improvement based on the results of the tools  

monitoring intervention plans and progress monitoring data throughout the year to ensure proper documentation is occurring 

  2) Screen Students for Check-In/Check-Out

Milwaukee Public Schools uses the following Decision Rules for Stage 1 Screening of a student's Tier 2 eligibility:

  • Kindergarten through 8th grade if a student receives 1 Office Discipline Referral (ODR) in 20 school days
  • Grades 9 through 12th grade if a student receives 3 Office Discipline Referral (ODR) in 20 school days
  • Kindergarten through 8th grade if a student receives 1 out of school suspension in 90 school days
  • Grades 9 through 12th grade if a student receives 2 out of school suspensions in 90 school days
  • Kindergarten through 8th grade if a student receives 1 Office Discipline Referral (ODR) in 20 school days
  • Grades 9 through 12th grade if a student receives 3 Office Discipline Referral (ODR) in 20 school days
  • Kindergarten through 8th grade if a student receives 1 out of school suspension in 90 school days
  • Grades 9 through 12th grade if a student receives 2 out of school suspensions in 90 school days

 

Kindergarten through 8th grade if a student receives 1 Office Discipline Referral (ODR) in 20 school days

Grades 9 through 12th grade if a student receives 3 Office Discipline Referral (ODR) in 20 school days

Kindergarten through 8th grade if a student receives 1 out of school suspension in 90 school days

Grades 9 through 12th grade if a student receives 2 out of school suspensions in 90 school days

Any teacher, parent, or student (self-selection) can also refer a student for Tier 2 consideration

Teachers can participate in Risk Behavior Screening to determine students with internalizing behaviors

  • Kindergarten through 8th grade if a student receives 1 Office Discipline Referral (ODR) in 20 school days
  • Grades 9 through 12th grade if a student receives 3 Office Discipline Referral (ODR) in 20 school days
  • Kindergarten through 8th grade if a student receives 1 out of school suspension in 90 school days
  • Grades 9 through 12th grade if a student receives 2 out of school suspensions in 90 school days
  • Any teacher, parent, or student (self-selection) can also refer a student for Tier 2 consideration

After Stage 1 Screening, the school Building Intervention Team (BIT) will consider additional data such as the nature of the ODR, credits, grades, attendance, teacher input, work samples, observation, etc to determine if a student should receive a Tier 2 intervention, and which intervention.

  • The minimum data-based cut score for behavior.
    • Students with 2+ ODRs in 20 school days (K- 5)
    • Students with 3+ ODRs in 20 school days (6-12)
    • Students with 2+ suspensions in 90 school days
      • Can lower either of these criteria
  • Have a teacher, parent, or student self-selected referral to participate in Check-In/Check-Out (CICO). 
  3) Review Individual Student Data

Academics: The Teacher Teams monitor how their students are responding to the interventions using progress monitoring data.  Using the student progress monitoring data:

The Teacher Team will see which students are or are not responding to the intervention. 

If a student is responding, the Teacher Team will recommend the student continue the intervention and monitor the plan according to the timeline. 

If a student is not responding to the intervention after a sufficient amount of time, the Teacher Team will collaborate with the Building Intervention Team using the Reverse Request for Assistance, and review what has been already implemented, what went well, what did not go well, what additional information may be needed for decision-making, and decide on the next steps.

MPS Data Decisions Guide

MPS 3 Point Rule Data Guide

Behavior: The Building Intervention Team is responsible for tracking individual student data for behavior interventions. Using student data:

The Building Intervention Team will determine which students are or are not responding to the intervention.  A student is considered to be responding to a behavior intervention if they receive an 80% on their Daily Progress Report (DPR) for 80% of the time over the course of four consecutive weeks.

  • If a student is responding, the BIT will recommend the student continue the intervention for the time designated within the intervention plan. 
  • If a student is not responding to the intervention after a sufficient amount of time (recommended to be for 9 weeks), the BIT, using the reverse request for assistance, will collaborate with teacher and/or teacher teams, and review what has been already implemented, what went well, what did not go well, what additional assessments may be needed for decision-making, and decide on the next steps.
  4) Review Intervention Systems Data

To review intervention systems data, the Building Intervention Team members will analyze the overall success of academic and behavioral interventions at the school.  The team does this by looking at how many of the students are responding (showing improvement) to a particular intervention in the school. 

  • If more than 70% of the students are responding to the intervention, it is considered successful. 
  • If less than 70% of the students are responding, then the team will review or analyze how the intervention is being implemented in the school. The BIT will create an action plan and alternative implementation plans will be developed to increase the response rate.

Contacts

Director of the Department of Research, Assessment, and Data:

Dr. Melanie Stewart
Phone: 414-475-8751
Email: stewarmr@milwaukee.k12.wi.us

 

RtI/PBIS Supervisor:

Jon Jagemann
Phone: 414-475-8645 
Email: jagemaj@milwaukee.k12.wi.us

All contacts

© Milwaukee Public Schools 2018
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