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:
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Regular Education Teacher(s) (representative of all grade bands)
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Special Education Teacher(s)
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Support Staff member(s) i.e. Counselors, Social Workers, Librarians, Instructional Coaches, Assistants, etc. depending on availability (FTE allocation), responsibilities, and skill set.
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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:
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Team Coordinator (required)
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Data Coordinator
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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.
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
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).
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.
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.
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If more than 70% of the students are responding to the intervention, it is considered successful.
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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.