In alignment with the Wisconsin DPI vision for a Multi-Level System of Support (MLSS), all Milwaukee Public Schools implement Positive Behavior Interventions and Supports (PBIS) to support the culture, climate, and positive behavior for all students.
Research supports that a PBIS system, implemented with fidelity, effectively reduces classroom disruptions and student suspensions through a schoolwide, systematic, tiered-intervention approach that leads to increased student achievement. Schoolwide PBIS provides an operational framework for achieving these outcomes.
More importantly, PBIS is not a curriculum, program, intervention, or practice but is a decision-making framework that guides selection, integration, and implementation of the best research-based academic and behavioral practices and interventions for improving student academic and behavior outcomes for all students.
Schoolwide PBIS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices.
Schools that establish systems with the capacity to implement schoolwide PBIS with integrity and durability have teaching and learning environments that are
- less reactive, aversive, dangerous, and exclusionary and
- more engaging, responsive, preventive, and productive.
In addition, these environments are more effective and efficient in their capacity to
- address classroom management and disciplinary issues (e.g., attendance, tardiness, antisocial behavior),
- improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health), and
- most importantly, maximize academic engagement and achievement for all students.
The expectations are clearly defined for each of the common areas or times throughout the school. The expectations are systematically taught and demonstrated through behavioral lesson plans, also known as “Cool Tools,” on a schedule developed by the Tier 1/universal team. The schedule is largely dependent on school data, both objective and anecdotal, that suggests which potential or problem behaviors need to be addressed as priorities.
Students are frequently recognized and appreciated, often when they least expect it, for following the expectations. They are “caught doing the right thing” as part of a schoolwide recognition system. Schools often will use some type of “ticket” system as part of a token-economy system where students can earn a reward. Rewards may be individualized or classroom-based and can vary from school to school. Schools with middle and high school grades are encouraged to have a student advisory group to help identify which rewards may be valued most by the students.
When problem behavior does occur, PBIS supports agreement within the school about what constitutes a minor (managed in the classroom) versus a major (managed in the office) behavior. This is developed through the use of a simple T-chart. There is a clear set of definitions and processes for situations that involve negative behavior so that the school environment becomes a calmer, more predictable, and more consistent place to be for students and adults alike.
Multi-Level System of Support
This system is the practice of systematically and systemically providing differing levels of intensity of support based on student need. All students are supported through this structure of supports and instruction. Within MPS schools, the multi-level system of support is a three-tiered structure of support designed to maximize student achievement in the general education setting.
Tier 1: Universal compenents ALL students receive in all settings
Key Components of Classroom Climate:
- Relationships & community
- Expectations & procedures
- Skill development
- Responding to student behaviors
- Systems of acknowledgement
Tier 2: Intervention coupled with ongoing progress monitoring provided to students needing additional support
Tier 2 is designed to provide intensive or targeted interventions to support students who are not responding to Tier 1. All schools have a Building Intervention Team (BIT) that screens all students on a regular basis to identify students in need of additional behavioral support.
Once students are screened and identified, the BIT ensures they receive the identified Tier 2 intervention (see below), are progress monitored regularly, and data reviewed to determine the effectiveness of the intervention.
Check-In/Check-Out (CICO)
CICO is the initial intervention at the Tier 2 level. When CICO is implemented, the student checks in briefly each morning and afternoon with a designated adult who is a member of the school staff. The check-in process lasts no more than two to three minutes, and the adult will check in with up to ten students each morning. The adult begins the student’s day with a positive interaction, providing the student with verbal reminders about what is expected of him or her. Each student in the program receives a daily progress report (DPR) that is used to track their behavior throughout the school day according to the expectations. The teachers mark each section of the DPR with the student’s level of success at meeting the expectations for every class period. At the end of the school day, the student goes to his or her designated adult for check-out. The adult will provide feedback and encouragement to the student.
Individualized CICO
Individualized CICO involves adjusting one or more particular elements of the CICO framework for a specific student. Usually CICO should be the same for every student.
One could individualize the following aspects of CICO:
- Morning greeting time (student is always late)
- Morning greeter adult (student does not get along with usual morning greeter)
- Add a check-in at a specific time (have student check in right after lunch as they usually struggle after lunch)
- Have teacher carry DPR (student usually loses the DPR)
- Others
Social Academic Instructional Groups (SAIG)
If, after individualized CICO, the student is still not meeting his or her goals as identified by DPR data, the Tier 2/secondary team recommends the student to a SAIG. Success with CICO is determined as those students who receive an 80% on their DPR for 80% of the time over the course of four or more weeks. Those students who do not meet this criterion should be recommended for a SAIG. A SAIG is designed to teach students appropriate behaviors that will lead to success. A SAIG can be created around a specific behavior or need. Students may also be directly referred to a SAIG if there is a distinct need addressed by a pre-existing SAIG, such as students who are new to the school. Students on SAIG still receive progress monitoring for their behavior outside of the group. Students can carry a DPR as with CICO, or teachers can complete a daily survey of the student’s progress toward their specific behavioral goal. A group of school psychologists, school social workers, and school counselors created SAIG Curriculum for K-12th Grade Students that schools may use. (UPDATE TO A GOOGLE DRIVE).
Behavior Assessment/Intervention Plan (BAIP)
The Tier 2 systems team identifies students who are not responding to CICO and SAIG before they enter into Tier 3 interventions and recommends that the student has a brief behavior assessment (BA) as part of the problem-solving process. This helps the team create an intervention plan (IP) to support the student in school. The most challenging behavior is targeted, and a plan on how to help support the student in that area is developed. Progress is typically monitored for 4-6 weeks before the team then revisits the plan to make adjustments as needed.
Tier 3: Intense interventions, replacement or additional curriculum, and/or instructional and behavioral strategies provided to students requiring an individualized plan of action
Tier 3 interventions are very intense and individualized. Students may be identified for Tier 3 either by failure to respond to any of the Tier 1 and Tier 2 behavioral interventions and supports or may be referred to Tier 3 by a teacher, parent, or self. It is important to note that referrals to Tier 3 do not constitute automatic initiation of a Tier 3 intervention.
For each intervention, an individualized team specific to the student and the student’s needs is developed. The Tier 3 team uses progress monitoring data such as office discipline referrals (ODRs), daily progress report (DPR), out-of-school suspensions (OSS), in-school suspensions (ISS), direct observation data, and student attendance.
Functional Behavior Assessment/Behavior Intervention Plan (FBA/BIP)
The FBA/BIP is a process for identifying (a) observable problem behaviors, (b) the contexts or routines where the problem behaviors are most likely, (c) the specific antecedent events within a context or routine that reliably predict occurrence of problem behaviors, and (d) the consequences that appear to maintain the problem behavior.
Educational Wraparound
The educational wraparound process is based on individualized, need-driven planning and services. It is not a program or a type of service. It is a value base and an unconditional commitment to working with students on a “one student at a time” basis to support normalized and inclusive options for students with complex needs.
RENEW
RENEW is a structured school-to-career transition planning and individualized wraparound process for youth with emotional and behavioral challenges. Developed in 1996 by staff at the Institute on Disability (IOD), RENEW is being provided to youth by schools, community mental health centers, community-based providers, and IOD staff members. The model focuses on supporting each young person to design and pursue a plan for the transition from school to adult life. RENEW has substantially increased the high school completion, employment, and postsecondary education participation rates among our most vulnerable youth.
A Framework of Support
The MPS initiatives of social-emotional learning, restorative practices, trauma-sensitive schools, mental health, gifted and talented, and culturally responsive teaching are all supported within this framework.