Long program 2016.indd - Wisconsin PBIS Network

Transcription

Leadership
Conference
oving outcom
Impr
es for
all students
2016
W E LC O M E F R OM TH E DIRECTOR
As we approach the start of a new school year, we are glad you’ve chosen to join us to renew
your enthusiasm for the work of implementing a culturally responsive,
multi-level system of support. This conference gives us all an excellent opportunity to share and celebrate school and district level successes and identify
ways to build on them. Our carefully crafted sessions–led by innovative
thought leaders–will provide insights that can be put in place when you get
back to school. In addition, team building time gives you the chance to set
positive intentions and get on the same page before the school year begins.
Our trainers and technical assistance coordinators are available for ongoing support
throughout the school year. This conference is one of the best ways to build a foundation
so you can get the most of your training opportunities throughout the year. Thank you
for committing to this framework of supports that enhances learning environments and
increases student success.
CONFERENCE
O V E RV I E W
–Kathy Ryder, director, Wisconsin RtI Center
August 16
7:00–8:30 A.M.
8:30–10:00 A.M.
10:15–11:30 A.M.
11:30 A.M.–12:15 P.M.
12:15–12:45 P.M.
12:45–3:35 P.M.
3:45–6:00 P.M.
August 17
7:30–8:00 A.M.
8:00–8:20 A.M.
8:20–8:45 A.M.
9:00–10:15 A.M.
10:15–10:45 A.M.
10:45 A.M.–12:00 P.M.
Continental breakfast and registration
Welcome and keynote
Breakouts
Lunch
Team action planning
Breakouts
Team planning time +
Recognized schools reception
Plenary with Kathy Ryder
Film festival awards ceremony
Breakouts
Breakouts
Scan the code to find session material online or visit
http://www.wisconsingpbisnetwork.org/
educators/2016-conference/session-material.html
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C O N F E R E N C E S TRUCTU RE
Sixty sessions developed for all tiers of implementation are organized into the
following strands:
 Classroom
SESSION PLANNING
 Continuous Improvement
Trying to plan which
 Early Childhood
sessions would be most
 Equity/Culturally Responsive Practices
beneficial for your team?
 Family, Student, and Community Engagement
See pages 34-36 in this
 Integrated Systems
program to see which
 Mental Health
sessions apply to specific
 Middle School/High School
assessments/subscales,
 Special Education
plus view all sessions in a
 Special Topics
particular strand.
 Tier 1
 Tier 2
 Tier 3
Please note: Participants are free to move from one strand to another.
C O N N E CT IN G AT TH E CON F EREN CE
CHARGING STATIONS:
For your convenience, charging stations will be available in each breakout room.
CONFERENCE APP:
Download the official conference app, available for both Android and Apple iOS
devices. Access the conference schedule, share information with social networks,
participate in surveys and polls, and more.
TWITTER:
Use the official conference hashtag (#pbislc16) and join the online conversation
at the conference. Share the insights you gather and learn from others. Follow
@WisRtICenter for current news and information, plus tips and tools for Wisconsin
educators and RtI leadership teams.
SAVE
THE
DAT E
Next year's PBIS Leadership Conference will
be held August 15-16, 2017. Make a note
of the date so you don't miss this valuable
networking and learning experience.
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P R E S E NT E R S
KENT MCINTOSH, professor of special education at the University of Oregon and associate
director of educational community supports, will deliver the keynote address.
Dr. McIntosh is the principal investigator of a four-year IES grant focusing on implementation
and sustainability of school-wide positive behavior interventions and support. This line of
research focuses on identifying predictors of full implementation and sustainability,
with emphasis on specific steps at the school and district levels to enhance durable
implementation of school-based behavior support practices.
ALSO JOINING THIS YEAR’S CONFERENCE ARE:
SUSAN BARRETT from Sheppard Pratt Health Systems in Maryland, National PBIS
TA Center partner
JULIE BETCHKAL, Wisconsin Pyramid Model training coordinator
PAM BLACK, Trauma Sensitive Education, LLC
JOHN BOWSER, ELIZABETH COOK, NIC DIBBLE, BETH HERMAN, TESSA SCHMIDT,
and LYNN WINN from the Wisconsin Department of Public Instruction
LUCILLE EBER, director of the Midwest PBIS Network, National PBIS TA Center partner
SHEREE GARVEY, coordinator of school improvement in PBIS for the Appleton Area
School District
LANA NENIDE from the Wisconsin Alliance for Infant Mental Health
DAVID STANLEY, PBIS district coach for West Allis-West Milwaukee School District
WISCONSIN RTI CENTER TRAINERS AND STAFF :
MICHELLE BELNAVIS
LORI CAMERON
ANDREAL DAVIS
HEIDI DECKER-MAURER
RACHEL DENNING
HEIDI ERSTAD
JENNIFER EVERTSEN
PAULA FERNANDEZ
LIZ GAEBLER
ANTHONY GALSTON
JENNIFER GRENKE
KIM GULBRANDSON
BETH HELMUELLER-PERKINS
KAO MOUA HER
KATE HIGLEY
BETTY HOLLER
LYNN JOHNSON
JILL KOENITZER
DAVE KUNELIUS
HEIDI LAABS
MILANEY LEVERSON
MELISSA MARKS
DANA MCCONNELL
KATHY MYLES
SARAH NELSON
EMILIE O'CONNOR
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MICHELLE POLZIN
JUSTYN POULOS
LIZ PTASCHINSKI
KATHY RYDER
RACHEL SALADIS
ADRIAN SALAZAR
CARI SCHINDEL
DAN SEAMAN
STEPHANIE SKOLASINSKI
KENT SMITH
SARA SUMM
JILL TIEFEL
Tamboti
Aloeswood
Marula
KEYNOTE
and LUNCH
Aralia
CENTER HALL
Tamarind
Portia
Nursing mothers
Cypress
1305 Kalahari Dr.
Wisconsin Dells, WI
877.253.5466
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 CONFERENCE
AT A GLANCE
TUESDAY, AUGUST 16
7:00–8:30 A.M.
8:30–10:00 A.M.
Keynote session
10:15–11:30 A.M.
Breakout sessions A
SESSION NAME
LOCATION
STRAND
Aloeswood
Tier 1
Embrace, Engage, and Empower Families Within
a Culturally Responsive Multi-level System of
Support (A2)
Aralia
Family, Student, and
Community
Engagement
Fourth Annual Film Festival (A3)
Suite H
Special Topics
Building on a PBIS Multi-level System of Support
to Create Trauma-Sensitive Schools (A4)
Suite C
Integrated Systems,
Mental Health, Special
Topics
Implementing PBIS in High Schools (A5)
Tamarind
Middle School/High
School
Getting Kids Ready for the Real World: Using
Academic Seminar to Teach Behaviors Needed
for School, Work, and Life (A6)
Portia
Middle School/High
School, Tier 2
Accounting for Implicit Bias When Responding
to Behavior Challenges (A7)
Suite B
Classroom, Equity/
Culturally Responsive
Practices, Tier 1, Tier 2,
Tier 3
What's Function Got to Do With It?
Understanding the Why of Behavior (A8)
Suite A
Classroom, Tier 1, Tier 2
Including Students with Individualized Education
Plans (IEPs) in Your School-wide PBIS System (A9)
Suite G
Integrated Systems, Special
Topics, Special Education
Tier 3: What is it? How Do We Prepare for
Success? What Lessons Have We Learned Along
the Way? (A10)
Suite D
Tier 3
Introduction to Tier 2: Lessons Learned
(A11)
Suite F
Tier 2
A Model to Guide the Journey Toward Culturally
Responsive Practices (A12)
Suite E
Equity/Culturally
Responsive Practices
Team Action Planning (A13)
Marula
Positive Behavior Intervention and
Support (PBIS): An Introduction (A1)
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-
12:15–12:45 P.M.
12:45–2:00 P.M.
Breakout sessions B
SESSION NAME
LOCATION
STRAND
Equity and PBIS Part 1: Strategies for
Addressing Racial Disproportionality in School
Discipline (B1)
Aloeswood
Equity/Culturally
Engage Your Families: Learn Strategies That
Strengthen Family Partnerships (B2)
Aralia
Community
Engagement
Fourth Annual Film Festival (B3)
Suite H
Special Topics
Cultivating Culturally Responsive Practices
Across Your System: Data Can Help (B4)
Tamarind
Equity/Culturally
Acknowledgement Systems: Beliefs,
Purpose, and Buy-In (B5)
Portia
Tier 1
Staff Buy-In at the Middle and High
School Levels (B6)
Suite A
Middle School/High
School
Tracking Minor Behaviors (B7)
Suite B
Classroom, Continuous
Improvement, Tier 1,
Tier 2
Introduction to the Tiered Fidelity Inventory
(TFI) and Lessons Learned (B8)
Suite C
Continuous Improvement,
Tier 1, Tier 2
The Role of School-based Clinicians in a
Multi-level System of Support (B9)
Suite D
Mental Health, Special
Topics
Suite F
Integrated Systems
Building Efficiency in Your Implementation of
Check-in Check-out (CICO): Systems, Progress
Monitoring, Parent Involvement, and
Recognition (B12)
Suite G
Tier 2
Team Action Planning (B13)
Marula
Integrating Academic and Behavior
Systems (B11)
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-
2:20–3:35 P.M.
Breakout sessions C
SESSION NAME
LOCATION
Equity and PBIS Part 2: Using Discipline Data to Aloeswood
Design Tailored Strategies for Your School (C1)
STRAND
Equity/Culturally
Strategies that SPARK Family
Engagement (C2)
Aralia
Community
Engagement
PBIS Gets on the Bus (C3)
Suite H
Special Topics, Tier 1
Beginning to Embed Culturally Responsive
Practices Within Universal Systems (C4)
Suite C
Classroom, Equity/
Practices, Tier 1
Wraparound: A Tier 3 Process (C5)
Suite E
Tier 3
Change WHAT? Understanding and Embracing
Resistance to Change (C6)
Suite B
Integrated Systems
Going Beyond the Hallways in Secondary Schools: Suite A
Integrating College and Career Ready Skills and
Habits Within Your PBIS Framework (C7)
Classroom, Integrated
Systems, Middle School/
High School, Tier 1
Designing a System to Support Teachers' Use
of Evidence-Based Classroom Strategies (C8)
Tamarind
Classroom, Tier 1
Integrating Mental Health Supports Within a
School-wide System of PBIS (C9)
Suite D
Integrated Systems
Social Academic Instructional Groups
(SAIG) (C10)
Suite F
Tier 2
One Small School's Journey Towards Inclusive
Practices for Students with Individualized Education Plans (IEPs) through PBIS and Universal
Design for Learning (UDL) (C11)
Suite G
Special Topics, Special
Education
"I Love Going to School!" Connecting Employee
Engagement Practices to High School
Acknowledgement Systems (C12)
Portia
Middle School/High
School, Tier 1
Team Action Planning (C13)
Marula
3:45–6:00 P.M.
-
Team planning time and
recognized schools reception
SCHOOL OF RECOGNITION PROCESS CHANGING NEXT YEAR!
In 2017, our recognition process will undergo some changes to help schools more
accurately reflect their implementation of a culturally responsive multi-level system of
support. Visit our website for more information.
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B R E A KO U T SE S S ION A DE TAILS
Positive Behavior Intervention and Support (PBIS):
An Introduction (A1)
Location  Aloeswood
David Stanley
Amy Adam (Coon Valley Elementary, Westby School District), Jackie Hill (Rock Ledge Elementary, Seymour Community School District), Ashlee Resch (Baird Elementary, Green Bay
Area School District), Carol McCarthy (Friendship Learning Elementary, North Fond du Lac
School District)
Are you new to the world of Positive Behavior Interventions and Supports (PBIS) either as a
school, as a team member, or being in a new position? This session is designed to provide
a broad overview of PBIS. Participants will be invited to build a basic understanding of the
overall PBIS framework and some of the common language (we love our acronyms). Four
schools will present on their PBIS journey focusing on small school PBIS, Monday morning
meetings, character education, and delivery of universal curriculum by all staff.
Strand: Tier 1
Embrace, Engage and Empower Families Within a Culturally
Responsive Multi-level System of Support (A2)
Location  Aralia
Jennifer Grenke, Dan Seaman
Janay Banks Wilson, Tasha Bell, Nicole Davidson (Hackett Elementary, Merrill Elementary,
Beloit School District), Melissa Eid, Missy Giesregen, Anne Sullivan (Bayfield Elementary,
Bayfield School District)
Family engagement is the foundation of academic and social success for students. This
session will review the 3 E's–Embrace, Engage, and Empower–which are critical to family
engagement within a culturally responsive multi-level system of support. Two schools will
share their experiences increasing family engagement using this framework.
Strand: Family, Student, and Community Engagement
Fourth Annual Film Festival (A3)
Location  Suite H
Beth Helmueller-Perkins, Sarah Nelson
Roll out the red carpet for our fourth annual Wisconsin RtI Center Film Festival, featuring selected
videos produced by teams, teachers, and students from around the state. These videos promote
and support the teaching of culturally responsive school-wide or setting-specific positive social
or academic behavioral expectations. Submissions from both ELEMENTARY and SECONDARY
schools will be shared and voted on by YOU (via smartphone technology with the 2016 PBIS
Conference app). The same session will be held at two different times to allow more participation.
Film festival winners will be announced on Wednesday during breakfast. Come vote with us!
Strand: Special Topics
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Building on a PBIS Multi-level System of Support to Create
Trauma-Sensitive Schools (A4)
Location  Suite C
Pam Black, Nic Dibble
April Nelson, Patricia Obrecht (Stocker Elementary, Kenosha Unified School District)
PBIS and trauma-sensitive schools are complementary and each can help to enhance the delivery of the other. This session will describe the connections between these two approaches
and how they can build on each other. One school’s journey to incorporate trauma-sensitive
practices into a three-tier system of support will be shared. Available resources and professional development opportunities will be highlighted.
Strand: Integrated Systems, Mental Health, Special Topics
Implementing PBIS in High Schools (A5)
Location  Tamarind
Susan Barrett
Implementation efforts in secondary settings present challenges not experienced in elementary and middle schools (Flannery & Sugai, 2009). The purpose of this presentation is to
highlight the data, systems, and practices necessary for successful outcomes.
Strand: Middle School/High School
Getting Kids Ready for the Real World: Using Academic Seminar to
Teach Behaviors Needed for School, Work, and Life (A6)
Location  Portia
Michelle Polzin
Kristin Rockwell (Baraboo High School, Baraboo School District)
Getting struggling students ready for life after high school is challenging. How can we
increase student engagement and make sure they have the “soft skills” that impact
employability and quality of life? This high school tier 2 version of Check-In/Check-Out is
designed to increase student outcomes through positive student/teacher relationships and
instructional supports. Participants will learn about the research and rationale for
implementation, initial setup process, student selection criteria, and basic weekly lesson
format. The academic seminar teacher and external PBIS coach from one Wisconsin high school
will share implementation details and lessons learned after two years of implementation.
Prerequisite skills/knowledge: Understanding of tier 2 interventions
Strand: Middle School/High School, Tier 2
Related assessments/subscales: BAT (Student Identification, Monitoring and Evaluation, Main Tier 2: Strategy Implementation, Main Tier 2: Strategy Monitoring and Evaluation) TFI (Teams Tier 1, Implementation Tier
1, Evaluation Tier 1)
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Accounting for Implicit Bias when Responding to
Behavior Challenges (A7)
Location  Suite B
Michelle Belnavis, Lori Cameron, Kao Moua Her
Defusing power struggles effectively can save valuable instruction time, and maintain a
healthy relationship with students. Implicit bias impacts the decision making of teachers,
especially during vulnerable points in the day. This session will view discipline from a
culturally responsive lens. Specifically, we will review a strategy to diffuse power struggles,
and how it can be adapted to check our unconscious and automatic implicit biases during
the critical decision points in our day when we are disciplining students.
Strand: Classroom, Equity/Culturally Responsive Practices, Tier 1, Tier 2, Tier 3
Related assessments/subscales: BoQ (Effective Procedures for Dealing with Discipline, Classroom Systems),
SAS (Classroom Systems)
What’s Function Got to Do With It?
Understanding the Why of Behavior (A8)
Location  Suite A
Liz Ptaschinski
Michelle Johnson (Locust Lane Elementary, Eau Claire Area School District), Anna Klusmeyer
(Eisenhower Elementary, Wauwatosa School District), Jaime Harris (Edgerton Middle,
Edgerton School District)
Understanding the role function plays in student behavior helps reduce the need for more
intensive levels of support. In this session, two classroom teachers will discuss how they use
function-based thinking to provide universal supports to all students in their classrooms.
A third school practitioner will discuss how function is used in determining low-level
supports for students.
Strand: Classroom, Tier 1, Tier 2
Related assessments/subscales: BoQ (Classroom System), TFI (Implementation Tier 1)
Including Students with Individualized Education Plan (IEPs)
in Your School-wide PBIS System (A9)
Location  Suite G
Dana McConnell
Including students with Individualized Education Plan (IEPs) in your school-wide PBIS
system is instrumental in creating a sustainable and effective system that produces positive
results for all students and staff. This session will be a facilitated conversation around some
common scenarios schools and districts are encountering relative to creating one integrated
system.
Strand: Integrated Systems, Special Topics, Special Education
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Tier 3: What Is It? How Do We Prepare for Success?
What Lessons Have We've Learned Along the Way? (A10)
Location  Suite D
Dave Kunelius
Jane Audette, Shashina Robinson (Milwaukee Public Schools)
Your school or district has strong implementation at the universal level; you have two or
more interventions at tier 2 and a Brief Functional Behavior Assessment/Behavior
Intervention Plan (FBA/BIP) process; yet, you have some students whose behaviors are not
responding effectively to these universal and tier 2 supports. This session will provide an
overview of the key components of tier 3, guidance in preparing for the implementation of
tier 3 supports, and lessons learned along the way from a district currently implementing tier
3 supports.
Prerequisite skills/knowledge: Intermediate to advanced knowledge of tier 2 interventions and supports,
experience with data-based decision making
Strand: Tier 3
Related assessments/subscales: BAT (Tier 3: Intensive Support Systems, Tier 3: Assessment and Plan
Development, Tier 3: Monitoring and Evaluation), MATT (Tier 1 Critical Element, Tier 2-3 Organizational
Elements, Tier 3 Critical Elements), SAS (Individual Student Systems), TFI (Teams Tier 3, Resources Tier 3)
Introduction to Tier 2: Lessons Learned (A11)
Location  Suite F
Stephanie Skolasinski
Brian O’Handley (Sturgeon Bay Elementary, Sturgeon Bay Public Schools), Heidi Newberry,
Cathy Semenas (Indian Trail High School & Academy, Kenosha Unified School District), Avery
Kansteiner, Marie Kyle (Sugar Creek Elementary, Verona Area School District)
What do school teams wish they'd known before starting their tier 2 implementation? Benefit
from the experience of three schools as they share the lessons learned firsthand during their
tier 2 implementation. Designed for schools or teams who are just beginning to explore tier 2,
this informative session will start with an overview of the tier 2 system. Attendees will leave
with knowledge of key elements of readiness and practical tips for success.
Prerequisite skills/knowledge: Implementation of tier 1
Strand: Tier 2
Related assessments/subscales: BAT (Tier 2-3 Foundations), TFI (Teams Tier 2, Interventions Tier 2,
Evaluation Tier 2)
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A Model to Guide the Journey Toward
Culturally Responsive Practices (A12)
Location  Suite E
Andreal Davis, Heidi Erstad
What are culturally responsive practices in a multi-level system of support? What action steps
can educators take, personally and professionally, toward developing cultural responsiveness?
Why do this work? In this interactive session, participants will engage with Wisconsin’s model
of culturally responsive practices, a pathway to guide individuals and schools on personal and
professional journeys. Participants will learn about the will, fill, and skill of this head, hands,
and heart approach; identify statewide resources that support this journey; and walk away with
ideas and tools for using the model for personal growth and system change.
Strand: Equity/Culturally Responsive Practices
Team Action Planning (A13)
Location  Marula
Room will be available for team action planning. RtI Center staff will be available for
technical assistance.
B R E A KO U T SE S S ION B DE TAILS
Equity and PBIS Part 1: Strategies for Addressing Racial
Disproportionality in School Discipline (B1)
Kent McIntosh
This session will provide an overview of what we can do to understand disproportionality and
show a set of strategies to make more equitable discipline decisions. (Part 1 of 2)
Related assessments/subscales: TFI (Implementation Tier 1, Evaluation Tier 1)
Engage your Families: Learn Strategies that
Strengthen Family Partnerships (B2)
Location  Aralia
Jamee Belland (Crandon Elementary, School District of Crandon), Vicki Davis-Davila
(Milwaukee Public Schools Initiative - Wisconsin FACETS)
This session will have two school presentations, one from a small rural school and one from
a large urban district. Each will share how they partnered with families to impact academic,
behavioral, and social success. The how-to's, results of family surveys, and school-based
data will be provided.
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Fourth Annual Film Festival (B3)
Beth Helmueller-Perkins, Sarah Nelson
Roll out the red carpet for our fourth annual Wisconsin RtI Center Film Festival, featuring selected
videos produced by teams, teachers, and students from around the state. These videos promote
and support the teaching of culturally responsive school-wide or setting-specific positive social
or academic behavioral expectations. Submissions from both ELEMENTARY and SECONDARY
schools will be shared and voted on by YOU (via smartphone technology with the 2016 PBIS
Conference app). The same session will be held at two different times to allow more participation.
Film festival winners will be announced on Wednesday during breakfast. Come vote with us!
Cultivating Culturally Responsive Practices Across Your System:
Data Can Help (B4)
Kim Gulbrandson, Kao Moua Her
Culturally responsive practices are an important part of making sure all students can
succeed, but getting these practices started and used with fluency can prove challenging to
schools. In this session, participants will learn how data can be used to bridge ways of
knowing with ways of doing, considering data involving both the head (quantitative) and
the heart (qualitative). Participants will identify simple measures to monitor culturally
responsive practices across their behavioral systems and have practice using data-focused
dialogue for reflection and action.
Prerequisite skills/knowledge: Understanding of culturally responsive practices and data-based decision making
Acknowledgement Systems:
Beliefs, Purpose, and Buy-In (B5)
Location  Portia
Lynn Johnson, Rachel Saladis
Craig Bonin, Denise Christofferson (Indian Community School District), Sara Hanson
(Maplewood Middle School, Menasha Joint School District), Leah Oates, Rebecca Toetz
(Cushing Elementary, Kettle Moraine School District)
Acknowledgement systems build positive school culture, promote teacher-student relationships, increase student engagement, and assist students in internalizing the behaviors
staff have taught school-wide and in the classroom. This session will explore the beliefs
and assumptions staff have about acknowledgement, provide purpose for implementing a
school-wide acknowledgement system, and share ideas for staff and student buy-in. Three
Wisconsin schools will share their successes and provide strategies for creating a continuum
of procedures for encouraging expected behaviors.
Strand: Tier 1
Related assessments/subscales: BoQ (Reward and Recognition Program Established), SAS (Nonclassroom
Setting Systems), TFI (Implementation Tier 1)
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Staff Buy-In at the Middle and High School Levels (B6)
Liz Ptaschinski
Mandy Hughes, Mike Raether (Berlin Middle School, Berlin Area School District), Kurt Madsen (Memorial High School, Eau Claire Area School District), Tony DeRosa, Ben Juzwik (Webster Transitional School, Cedarburg School District), Colleen Dardis, Erin Gould (Wauwatosa
East High School, Wauwatosa School District), Amy Rettler (Woodworth Middle School, Fond
du Lac School District), Jen Paepke (Kolak Education Center, School District of Beloit)
Staff buy-in is essential for implementation of PBIS practice. Gaining and maintaining staff
buy-in, however, can be a challenge. In this panel session, a combination of middle and high
schools will share their experiences with, and strategies for, building and maintaining staff
buy-in.
Strand: Middle School/High School
Tracking Minor Behaviors (B7)
Lori Cameron
Ehren Miller, Shannon Clark (Cudahy Middle School, Cudahy School District)
While office discipline referrals are the main disciplinary action used to monitor school climate,
they are not as sensitive to change in individual student behavior. Especially with schools
implementing tier 2, this is a very useful data point for measuring the impact of interventions.
Minors are also useful in identifying disproportionality at the classroom level.Tracking minors
needs to be easy, consistent, and provide key information to teachers and teams. This session
will look at some of the key features in developing minor tracking systems.
Strand: Classroom, Continuous Improvement, Tier 1, Tier 2
Related assessments/subscales: BoQ (Classroom Systems)
Introduction to the Tiered Fidelity Inventory (TFI)
and Lessons Learned (B8)
Kent Smith
David Stanley (West Allis-West Milwaukee School District)
The Tiered Fidelity Inventory (TFI) is a new system tool designed to replace several tools
teams are currently using. In this session participants will learn about the TFI, how to administer it, and practical lessons learned from a district that has been using it.
Prerequisite skills/knowledge: Understanding of fidelity measures and how to action plan based on data
Strand: Continuous Improvement, Tier 1, Tier 2
Related assessments/subscales: BAT (Tier 1: Implementation of School-wide PBS), BoQ (Evaluation), TFI
(Evaluation Tier 1)
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The Role of School-based Clinicians in a
Multi-level System of Support (B9)
Lucille Eber
Dena Radtke (Milwaukee Public Schools)
The role of the school-based clinician is constantly changing to meet the needs of youth,
schools, families, and communities. This session will describe effective and efficient use
of clinicians, including counselors, psychologists, and social workers, within a multi-level
system of support. This includes leadership roles to support systems of social/emotional
support as well as facilitating interventions.
Strand: Mental Health, Special Topics
Integrating Academic & Behavior Systems (B11)
Liz Gaebler, Stephanie Skolasinski
Ann Smejkal (Sturgeon Bay Elementary, Sturgeon Bay Public Schools), Rebecca Gerow,
Jessica Keao (Crandon Elementary, School District of Crandon), Kori Sack, Lynn Wall
(Jefferson Elementary, West Allis-West Milwaukee School District)
Improve the efficiency and effectiveness of a culturally responsive multi-level system of
support by integrating academic and behavior systems. In this session, explore the reasons
why five Wisconsin schools chose to integrate, the strategies they used, and the impact it
had on staff and students.
Strand: Integrated Systems
Related assessments/subscales: TFI (Teams Tier 1)
Building Efficiency in your Implementation of Check-in Check-out
(CICO): Systems, Progress Monitoring, Parent Involvement,
and Recognition (B12)
Sheree Garvey
Regina Navejar (Hamilton High School, Milwaukee Public Schools), Kate Young (Jackson
Elementary, Elkhorn School District)
This session will focus on how schools currently implementing Check-in Check-out (CICO)
within their multi-level system of support can build efficiency in their systems, progress
monitoring, family involvement and recognition elements of CICO. Team members will gain
practical ideas on how to improve their CICO intervention to increase the response rate for
those students.
Prerequisite skills/knowledge: Fluency in critical elements of tier 2 systems; features of Check In-Check-Out
Strand: Tier 2
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Team Action Planning (B13)
Location  Marula
B R E A KO U T SE S S ION C DE TAILS
Equity and PBIS Part 2: Using Discipline Data to
Design Tailored Strategies for your School (C1)
Kent McIntosh
Building on the previous session, teams will have the opportunity to use their school
discipline data to identify specific situations where disproportionality is strongest and use a
structured process to target these areas and monitor progress. (Part 2 of 2)
Related assessments/subscales: TFI (Implementation Tier 1, Evaluation Tier 1)
Strategies that SPARK Family Engagement (C2)
Location  Aralia
Bridget Mowbray (Butte Des Morts Elementary, Menasha Joint School District), Amy
Kunstman (Chegwin Elementary, Fond du Lac School District), Colleen Mulder (Wisconsin
Statewide Parent Educator Initiative), Jamee Belland (Crandon Elementary, School District
of Crandon), Megan Brengosz, Carla Janicki (Wilson Elementary, West Allis-West Milwaukee
School District)
This will be a panel session conducted in a Lightning Talk fashion. Each will present on a
specific activity to engage families and then we will open the remaining time up for Q & A.
- 16 -
PBIS Gets on the Bus (C3)
Emilie O’Connor
Mary Harrison (UW-Green Bay), Paula VanDerLinden (Pulaski Student Services, Pulaski
School District), Tony Hart (Sand Lake Elementary, School District of Holmen), Kathy
Guthman (Longfellow Administrative Center, Wausau School District)
Implementation of schoolwide PBIS often includes the bus as a key location, yet PBIS teams
and bus companies may struggle to collaboratively develop common language and practice.
In this session, two school districts will share how they worked with their bus companies to
develop behavioral expectations that align with the school matrix. Training materials and a
self-assessment tool specific to bus implementation will be shared.
Strand: Special Topics, Tier 1
Beginning to Embed Culturally Responsive Practices
Within Universal Systems (C4)
Milaney Leverson, Kent Smith
In addition to reflecting a school's culture, PBIS systems should also be a reflection of the
students, families, and the communities served by the school. Creating a universal PBIS
framework that has, at its heart, culturally responsive practices can be intimidating. This
session will present the PBIS Cultural Responsiveness Field Guide: a Resource for Trainers and
Coaches, developed by the presenters as members of the National PBIS Center’s Equity Work
Group. Participants will learn the background of the resource, understand the key
components of the guide, how the guide is organized, and where to access it.
Strand: Classroom, Equity/Culturally Responsive Practices, Tier 1
Wraparound: A Tier 3 Process (C5)
Rachel Saladis
Sally Pallan, Bobbi Johnson, (Valley View Elementary, School District of Menomonee Falls)
School-based wraparound is a tier 3 process designed to support students with significant
behavioral challenges, and their families. This session will provide basic information on
wraparound, and the systems that need to be in place to sustain the work. Two schools will
share their experiences with system development, the wraparound process, and student
outcomes.
Prerequisite skills/knowledge: Understanding of tier 1 and tier 2 PBIS implementation
Strand: Tier 3
Related assessments/subscales: BAT (Tier 3: Intensive Support Systems), TFI (Support Focus Tier 3)
- 17 -
Change WHAT? Understanding and Embracing
Resistance to Change (C6)
Heidi Laabs, Kathy Myles
Implementing a culturally responsive-multi-level system of support inevitably means
implementing change. Along with change comes resistance to change. This session will help
participants to understand the nature of change, the reasons people resist change, and how
to work through resistance.
Strand: Continuous Improvement, Integrated Systems
Going Beyond the Hallways in Secondary Schools:
Integrating College and Career Ready Skills and Habits
Within Your PBIS Framework (C7)
Lynn Johnson, Liz Ptaschinski
Understanding the relationship between academic skills and academic behavior is critical to
student success. In this session, participants will learn to identify and integrate academic
enabler skills into already existing PBIS structures, including school-wide and classroom
matrices and teaching systems (“cool tools”). Examples and resources will be provided.
Strand: Classroom, Integrated Systems, Middle School/High School, Tier 1
Designing a System to Support Teachers' Use of
Evidence-Based Classroom Strategies (C8)
Susan Barrett
This session will describe how to integrate classroom management/coaching into tier 1/
universal team professional learning. Participants will leave understanding the importance
of linking classroom management practices with school-wide practices. They will also have
an understanding of a scope and sequence for professional learning which includes training
for coaches. Finally, they will learn strategies on how to assess implementation of tier 1 and
classroom management practices.
Strand: Classroom, Tier 1
Related assessments/subscales: TFI (Implementation Tier 1)
- 18 -
Integrating Mental Health Supports Within a
School-wide System of PBIS (C9)
Lucille Eber, Elizabeth Cook
The PBIS framework can be expanded to support the mental health needs of all students
through one integrated system. This session will describe how core features of the PBIS
system can support mental health prevention and intervention. An action planning guide for
connecting mental health and PBIS, aligned with the PBIS Tiered-Fidelity Inventory (TFI), will
be shared.
Social Academic Instructional Groups (SAIG) (C10)
Stephanie Skolasinski
Cheryl Myers (Maplewood Middle School, Menasha Joint School District), Avery Kansteiner,
Laurie Tackett (Sugar Creek Elementary, Verona Area School District), Emily Dorney, Emily
Seavecki (Stillson Elementary, Chippewa Falls Area Unified School District)
Even with strong universal practices, 10-20% of students benefit from additional teaching
and reinforcement of expectations. Social Academic Instructional Groups (SAIG) provide
further explicit instruction of expected behavior. This session will examine how three schools
implemented SAIGs into their tier 2 system.
Prerequisite skills/knowledge: Tier 2 trained
Strand: Tier 2
Related assessments/subscales: TFI (Teams Tier 2, Interventions Tier 2, Evaluations Tier 2)
One Small School's Journey Towards Inclusive Practices for
Students with Individualized Education Plans (IEPs) through PBIS
and Universal Design for Learning (UDL) (C11)
Dana McConnell
Patti Barby, Jennifer Dean, Lisa Windjue (Eleva-Strum Intermediate School, School District
of Eleva-Strum)
The principles of Universal Design for Learning (UDL) implemented within the PBIS framework could be instrumental in increasing access and engagement for Students with Individualized Education Plans (IEPs). This session will highlight one school’s journey of what they
are doing to become more inclusive so that every student is able to access instruction, show
what they know through meaningful assessment and be engaged in their learning.
Strand: Special Topics, Special Education
- 19 -
“I Love Going to School!” Connecting Employee Engagement
Practices to High School Acknowledgement Systems (C12)
Location  Portia
Michelle Polzin
Josh Kestell, Danielle Gabrielse (Sheboygan High School, Sheboygan School District), Cheryl
Klinger (Appleton West High School, Appleton Area School District)
What is it about some school and workplace environments that make students and employees love going each day? What factors influence productivity, mindset, daily attendance, and
loyalty? The use of acknowledgements, recognition, and praise in the workplace is one factor
that increases engagement. The same is true for high schools! Participants in this session
will learn the needed components of a balanced acknowledgement system and how they
relate to best practices in employee engagement. Two Wisconsin high schools will provide
examples of how a systemic and systematic acknowledgement system works for all students
in their buildings.
Related assessments/subscales: BoQ (Reward/Recognition Program Established, Classroom Systems), TFI
(Implementation Tier 1)
Team Action Planning (C13)
Location  Marula
Support for classroom systems will be available at this time. Room will be available for team
action planning. RtI Center staff will be available for technical assistance.
- 20 -
 CONFERENCE
AT A GLANCE
WEDNESDAY, AUGUST 17
7:30–8:00 A.M.
8:00–8:20 A.M.
Plenary
8:20–8:45 A.M.
Film festival awards ceremony
9:00–10:15 A.M.
Breakout sessions D
SESSION NAME
LOCATION
STRAND
Components of a Culturally Responsive
Multi-level System of Support (D1)
Aloeswood
Integrated Systems
Got Expectations? Classroom Behavior and
Academics Merge (D2)
Suite G
Improvement, Integrated
Systems, Middle School/
High School
When We Say Listen, You Say Up: Hearing
Student Voices (D3)
Suite F
Classroom; Equity/
Practices; Family, Student,
and Community
Engagement; Tier 1
U.S. Dept. of Education School Climate Surveys:
Wisconsin Rollout, Uses, and Implications (D4)
Portia
Continuous Improvement;
Community Engagement;
Middle School/High
School
Enhancing the Success of Students With
Moderate Behavioral Challenges Through the
Use of a Brief Functional Behavior Assessment
(FBA) (D5)
Suite A
Tier 2
Who, Me? Why Schools Need Culturally
Responsive Practices (D6)
Suite B
Equity/Culturally
PBIS Goes to Preschool: The Pyramid Model (D7)
Suite C
Early Childhood
- 21 -
Aligning District and School Teams (D8)
Suite H
Integrated Systems,
Middle School/High
School
Rehabilitation for Empowerment, Natural
Supports, Education, and Work (RENEW): A Tier
3 Process for High School Students (D9)
Suite E
Middle School/High
School, Tier 3
Beyond Office Disciplinary Referrals (ODRs):
Identifying and Supporting Students With
Internalizing Behaviors Through Multi-level
Screening Procedures (D10)
Suite D
Integrated Systems,
Mental Health,
Middle School/High
School, Tier 1, Tier 2
PBIS and Mental Health (D11)
Tamarind
Integrated Systems
Aralia
Middle School/High
School, Tier 1
Stuck in the Middle: Contextualizing
Implementation for Middle Schools
(D12)
Team Action Planning (D13)
Marula
-
Like us on Facebook for news and information:
www.facebook.com/WisconsinRtICenter
- 22 -
10:15–10:45 A.M.
10:45 A.M.–12:00 P.M.
Breakout sessions E
SESSION NAME
LOCATION
STRAND
Ensuring Equity Through District Policy (E1)
Suite G
Equity/Culturally
Changing Conversations: Putting Your Data
to Work for All Students With Early Warning
Systems (EWS) (E2)
Aloeswood
Middle School/High
School, Tier 1, Tier 2
Takin' It to the Streets: Expanding PBIS Impact
Through Community Engagement (E3)
Portia
Community Engagement
We've Got the Data, Now What? (E4)
Suite H
Integrated Systems
Let's Take the "Complex" Out of Complex
Functional Behavior Assessment (FBA) (E5)
Suite A
Tier 3
Action Planning Guide to Strengthen and Align
Mental Health and PBIS (E6)
Tamarind
Integrated Systems,
Mental Health
Suite C
Early Childhood
Aralia
Equity/Culturally
Pyramid Model Coaching (E7)
Using Data to Create Equitable Systems:
Risk Ratios and Root Cause Analysis (E8)
Building Interventions for Students With Serious Suite D
Problem Behavior via a School-wide PBIS
System (E9)
Tier 3
RtI Center Recognition: Changes are Coming!
(E10)
Suite B
Integrated Systems,
Special Topics
Walkthroughs: Assessing Implementation in the
Classroom (E11)
Suite F
Improvement, Tier 1
Social Emotional Learning Within Effective
Systems (E12)
Suite E
Special Topics
Team Action Planning (E13)
Marula
- 23 -
-
B R E A KO U T SE S S ION D DE TAILS
Components of a Culturally Responsive Multi-level
System of Support (D1)
Heidi Erstad, Sara Summ
Implementing a culturally responsive multi-level system of support for behavior,
mathematics, and reading is a complex process, with many moving parts. This session
identifies and operationalizes eight essential components schools need to consider in order to
make this unified vision a reality. Participants will learn a process to outline these systemlevel components to reveal successes, gaps, and potential next steps for their own setting.
Got Expectations? Classroom Behavior and Academics Merge (D2)
Jennifer Grenke, Sarah Nelson
Leigh Brown, Heather McCann (Antigo Middle School, Unified School District of Antigo)
This session will build purpose for merging an academic instructional framework with a
behavioral classroom matrix. Our school presenters will share their classroom matrices and
walk through a specific example for integrated literacy and behavior expectations.
Participants will walk away with strategies for classroom integration and build purpose for
what this will look like at a system level.
Strand: Classroom, Continuous Improvement, Integrated Systems, Middle School/High School
Related assessments/subscales: BoQ (Reward/Recognition Program Established, Classroom Systems), TFI
(Implementation Tier 1)
When We Say Listen, You Say Up: Hearing Student Voices (D3)
Andreal Davis, Kent Smith
Sarah Olson (DeLong Middle School, Eau Claire Area School District)
Student voice is a critical part of building culturally responsive systems, especially at the
universal level. The importance of student voice cannot be overestimated, both in listening
to where students are in their understanding and allowing them to determine how they own
their own learning. Ultimately, it is important because deep learning depends critically on
intrinsic motivation, which is rooted in one's own experiences. In this session, attendees
will learn from, and interact with, students and school staff, in a variety of ways and learn
examples of how to enhance student voice in classrooms and schools.
Strand: Classroom, Equity/Culturally Responsive Practices, Family, Student, and Community Engagement,
Tier 1
Related assessments/subscales: BoQ (Lesson Plans for Teaching Expectations/Rules, Implementation
Plan), TFI (Implementation Tier 1)
- 24 -
US Dept. of Education School Climate Surveys:
Wisconsin Rollout, Uses and Implications (D4)
Location  Portia
John Bowser
Recently, the U.S. Department of Education developed and released an online School Climate
Survey for public use which is currently being hosted by the Wisconsin Department of Public
Instruction (http://scls.dpi.wi.gov). Schools and school districts can use this survey to better
understand the climate of their schools in the areas of engagement, safety, and environment.
This particular survey builds upon previous versions in that it includes four different surveys
to hear from four different groups of the school community: students, parents/caregivers,
staff (instructional), and staff (non-instructional). This presentation will describe, in detail,
the survey, how it was developed, and what information schools will learn about their school
community through its administration.
Prerequisite skills/knowledge: Understanding of the concept of school climate
Strand: Continuous Improvement, Family, Student, and Community Engagement, Middle School/High School
Enhancing the Success of Students with Moderate
Behavioral Challenges through the Use of a Brief Functional
Behavior Assessment (FBA) (D5)
Dave Kunelius
Jamie Ganske (Chippewa Falls Pupil Service Center, Chippewa Falls Area Unified School
District)
Do you have students with mild to moderate behavioral challenges who are not responding to
universal or simple tier 2 supports? This session will provide an overview on the use of Brief
Functional Behavioral Assessments and the related Behavior Intervention Plans. Brief FBAs
and BIPs are a critical features of a problem-solving team process for use in helping students
decrease problem behaviors and learn (and generalize) new ones. In this session,
participants will review the critical components of this process, learn practical ways of
making them systemic, and have the chance to ask questions to clarify the process.
Prerequisite skills/knowledge: Understanding of tier 2 interventions and supports
Strand: Tier 2
Related assessments/subscales: BAT (Tier 2 Support Systems, Tier 2 Strategy Implementation, Tier 2
Strategy Monitoring Evaluation), MATT (Tier 2 Critical Elements), SAS (Individual Student Systems)
- 25 -
Who, Me? Why Schools Need Culturally Responsive Practices (D6)
Milaney Leverson, Kathy Ryder
Identifying and supporting students is most successful when schools are authentic in how
they identify students and determine effective supports. This session will closely examine
two sections of the Cultural Competence Wheel used in the center’s culturally responsive
practices model of will, fill, and skill to support any student or student groups. Participants
will begin to: a) engage in honest conversations about which students are not succeeding in
their school, even if it is a very small group; b) examine how staff’s own identity and
understanding of students may be affecting students' access, behavior, and achievement;
and c) identify how to build buy-in with their colleagues to make changes.
PBIS Goes to Preschool: The Pyramid Model (D7)
Julie Betchkal, Lana Nenide
This session will provide a brief overview of program-wide implementation of the Pyramid
Model, a framework for implementing a multi-level system of support with a focus on
enhancing social and emotional competence in children ages birth to six. Program-wide
implementation uses the same systems change elements as PBIS. Similarities and differences will be discussed. National applied research at the Center for Social and Emotional
Foundations for Learning (CSEFEL) and the Technical Assistance Center for Social and
Emotional Interventions (TACSEI) have translated PBIS through the lens, focus, and
research of early childhood.
Strand: Early Childhood
Aligning District and School Teams (D8)
Heidi Laabs, Kathy Myles
Judy Baseman (Appleton Area School District), Doug Kryder (Crandon School District),
Gary Myrah (WCASS)
Aligning district and school leadership teams increases the likelihood of systemic, systematic implementation and sustainable change. This session will highlight how to align vision,
universal non-negotiable instruction, goals, and action plans. Practitioners from large and
small school districts, and statewide leaders will share lessons learned from their district/
school alignment of a culturally responsive, multi-level system of support.
Strand: Continuous Improvement, Integrated Systems, Middle School/High School
- 26 -
Rehabilitation for Empowerment, Natural Supports, Education, and
Work (RENEW): A Tier 3 Process for High School Students (D9)
Rachel Saladis
Alecia Corbett (Shalom High School, Milwaukee Public Schools), Sara Lutes (West Allis-West
Milwaukee Learning Center, West Allis-West Milwaukee School District)
Rehabilitation for Empowerment, Natural Supports, Education and Work (RENEW) is a
high school wraparound model that is designed to specifically address the needs of youth
with emotional and behavioral challenges. This session will provide a basic overview of the
RENEW process. School examples will be shared to demonstrate the RENEW process and
outcomes.
Prerequisite skills/knowledge: Understanding of tier 1 and tier 2 interventions and supports
Related assessments/subscales: BAT (Tier 3 Intensive Support Systems), TFI (Resources Tier 3)
Beyond Office Disciplinary Referrals (ODRs): Identifying and
Supporting Students with Internalizing Behaviors through
Multi-level Screening Procedures (D10)
Nic Dibble, Lucille Eber
Discipline referrals identify students with external behaviors but are not adequate for helping
schools ensure that those students with internal issues receive needed supports. This
session will describe how multi-level screening procedures can be used to systematically
identify students in need of social-emotional support who are not engaging in disruptive
behaviors. Intervention systems that address these needs will also be shared.
Prerequisite skills/knowledge: Basic understanding of behavioral health screening
Strand: Integrated Systems, Mental Health, Middle School/High School, Tier 1, Tier 2
PBIS and Mental Health (D11)
Susan Barrett
A framework to integrate mental health and other community partners through school-wide
PBIS structures will be described, including structures and processes to expedite outcomes
for youth and families. Progress/challenges experienced by implementation teams will also
be described.
- 27 -
Stuck in the Middle: Contextualizing Implementation for
Middle Schools (D12)
Location  Aralia
Emilie O’Connor
Tina Taylor (Crandon Middle, School District of Crandon), Jodie Schenk (Parkview Middle,
Ashwaubenon School District), Tammy Banko (Farnsworth Middle School, Sheboygan School
District), Diane Fahsel (Horning Middle School, School District of Waukesha), Doreen McCoy
(Wilson Middle School, Appleton Area School District)
PBIS implementation at the middle school level presents exciting opportunities to create
a school culture that is relevant and meaningful to both students and staff. In this panel
session, multiple middle schools will share critical elements of implementation including
teaching plans, acknowledgments, faculty commitment, data, and student voice.
Related assessments/subscales: BoQ (Faculty Commitment, Data Entry and Analysis Plan Established,
Reward/Recognition Program Established, Implementation Plan)
Team Action Planning (D13)
Location  Marula
B R E A KO U T SE S S ION E DE TAILS
Ensuring Equity Through District Policy (E1)
Kao Moua Her, Milaney Leverson
Curt Teff (Hogan Administrative Building, La Crosse School District), Mandy Bisek (La Crosse
Juvenile Justice System)
District policies impact procedures and decision-making at the building level. If unexamined,
these policies may contribute to inequitable treatment of students and possible disproportionate outcomes. This session will examine resources to review district policies from the
National PBIS Center's Equity workgroup.
- 28 -
Changing Conversations: Putting Your Data to Work for All
Students with Early Warning Systems (EWS) (E2)
Michelle Polzin
Jill Sharp, Nicole Goff (Wittenberg-Birnamwood High School, Wittenberg-Birnamwood
School District)
What results are possible for students and how do conversations change amongst educators
when data that is already being collected can be examined for individual students, groups
of students, or the whole school? Early Warning Systems (EWS) were initially developed so
that students at risk for dropping out of school could be quickly identified. Schools are now
using EWS to identify students who are at risk of missing key academic milestones such as
reading by the end of third grade, being ready for middle school, or for college or a career.
Additionally, districts and schools are better able to align instruction and intervention to
match the needs of students, monitor student progress, and assist with resource allocation
and planning. Participants will be introduced to the seven-step EWS implementation process.
They will also learn how one Wisconsin high school began using EWS, and see their
impressive results after three years of implementation.
Strand: Middle School/High School, Tier 1 and Tier 2
Related assessments/subscales: BoQ (Faculty Commitment, Data Entry and Analysis Plan Established), TFI
(Teams Tier 1)
Takin’ It to the Streets: Expanding PBIS Impact
Through Community Engagement (E3)
Location  Portia
Tessa Schmidt, Lynn Winn
Sue Abrahamson (Waupaca Area Public Library)
Transform “community engagement” from an overused cliché to an indispensable cachet
with this proven strategy for getting students to internalize your PBIS behavior expectations.
Using public library collaboration as a model, you’ll leave with a menu of powerful tools to
begin moving your PBIS practice beyond the schoolhouse doors and into the community.
Find out how community alliances can strengthen school-level implementation. Visualize
your students experiencing the same PBIS practices and expectations learned in school in
their local library, grocery store, restaurants or shopping center. Learn ways to harness the
collective impact of PBIS success throughout your students’ lives, in and out of school.
Related assessments/subscales: TFI (Implementation Tier 1)
- 29 -
We’ve Got the Data, Now What? (E4)
Liz Gaebler, Kathy Myles
Jenny Banse, Missy Herek (Lawrence-Lawson Elementary, Sparta School District)
Strategic data integration within a culturally responsive multi-level system of support can be
useful in implementation and decision-making efforts. This session focuses on examining
academic and behavioral data measures to identify areas of strength and growth. Schools
will share their experience using results from the PBIS Benchmarks of Advanced Tiers (BAT),
Benchmarks of Quality (BoQ) and Self-Assessment Survey (SAS) surveys along with the
School-wide Implementation Review (SIR), RtI All Staff Perception Survey and Comprehensive Assessment of Leadership for Learning (CALL) surveys to drive academic and behavioral
instruction.
Prerequisite skills/knowledge: General understanding of RtI and PBIS system assessments and data-based
decision making
Let’s Take the "Complex" out of Complex Functional Behavior
Assessment (FBA) (E5)
Dave Kunelius
Do you have any students with severe, frequent, sometimes dangerous behaviors? When you
complete a complex Functional Behavior Assessment (FBA,) was it a team-based process?
Did the Behavior Intervention Plan (BIP) actually get implemented with fidelity? Let’s explore
the process of a complex FBA and effective implementation of a BIP. This presentation will
provide an overview of the key components of a complex FBA and BIP and the Wisconsin
PBIS Network training scope and sequence. The new Wisconsin DPI model for FBA systems
and several resources will be shared.
Prerequisite skills/knowledge: Understanding of the principles of behavior, experience with individual-based
action planning
Strand: Tier 3
Related assessments/subscales: BAT (Tier 3 Intensive Support Systems, Tier 3 Assessment and Plan
Development, Tier 3 Monitoring and Evaluation), MATT (Tier 3 Critical Elements), TFI (Support Focus Tier 3,
Evaluation Tier 3)
- 30 -
Action Planning Guide to Strengthen and Align
Mental Health and PBIS (E6)
Susan Barrett
Teams need structure and guidance to integrate mental health and PBIS. The Action Planning
Companion Guide to the Tiered Fidelity Inventory (TFI) articulates the enhancements of an
aligned mental health effort in relation to items on the TFI. This session will provide instruction
on the use of this tool with examples of integration linked to specific PBIS features.
Strand: Continuous Improvement, Integrated Systems, Mental Health
Pyramid Model Coaching (E7)
Julie Betchkal, Lana Nenide
Laura Marquardt, Jennifer Skibba (Sugar Creek Elementary, Verona Area School District),
Julie Zinda (Wausau School District), Culleen Witthuhn (Racine Unified School District)
The Pyramid Model (a national model for implementing PBIS in programs that serve children
between the ages of birth through six) utilizes many of the same systems change elements
as PBIS with some distinct differences in the degree of teacher coaching provided. This
session will address the rationale and evidence for ensuring that teachers of young children
use evidence-based practices with fidelity. An overview of the practice-based coaching
of the Pyramid Model, an essential component of program-wide implementation, will also
be provided. Resources for supporting teachers of young children to increase their use of
evidence-based practices within a PBIS framework will be shared by a panel of coaches and
teachers implementing the Pyramid Model.
Strand: Early Childhood
Using Data to Create Equitable Systems:
Risk Ratios and Root Cause Analysis (E8)
Location  Aralia
Heidi Erstad, Emilie O’Connor, Sara Summ
Creating a system that supports all students equitably is a priority for educators. In this
session, participants will first explore how risk ratios can help identify the extent of areas of
disproportionality. Participants will also learn how to dig deeper and analyze the root causes
of disparities so that informed action can be taken. Additional tools and strategies will be
provided for further self-reflection and practice.
Prerequisite skills/knowledge: The will to address disproportionality
Strand: Continuous Improvement, Equity/Culturally Responsive Practices
- 31 -
Building Interventions for Students with Serious Problem
Behavior via a School-wide PBIS Systems (E9)
Lucille Eber
Supporting students with intensive behavior needs requires strong foundational behavior
systems. This session will provide descriptions and examples of interventions for students
with tier 3 behavior needs within a school-wide system of PBIS. System features and tools–
needed to ensure effective interventions are implemented accurately and effectively–
will be shared.
Prerequisite skills/knowledge: Understanding of tier 1, tier 2 systems data practices
Strand: Tier 3
RtI Center Recognition: Changes Are Coming! (E10)
Justyn Poulos, Kathy Ryder
Hundreds of schools have had implementation success over the last six years. Implementation
of a culturally responsive multi-level system of support has grown and evolved. Through the
recognized school process, the Wisconsin RtI Center/PBIS Network has had the opportunity
to read, acknowledge, and celebrate that growth. In 2017, the Center’s recognition process
will evolve to be more efficient and to reflect the growth in implementation. This session will
walk through the upcoming changes to the recognized school process and the rationale for
these changes. Information covered in this session will be made available through different
avenues such as newsletters and social media. This information will be also be posted on the
wisconsinpbisnetwork.org and wisconsinrticenter.org websites.
Strand: Integrated Systems, Special Topics
Walkthroughs: Assessing Implementation in the Classroom (E11)
Lori Cameron
Jon Jagemann (Milwaukee School District), Paula Goeben, Megan Mills-Koehler (Sunnyside
Elementary, Pulaski School District)
Research indicates that the implementation of PBIS at the classroom level is key to sustaining
the PBIS framework throughout the school. Walk-through tools are being developed for a broad
range of use to support teachers in implementing strategies effectively in their classes. This
session will explore best practices in the use of walk-throughs, and many resources that
can be adapted for individual school use. Two districts will share walk-through tools they
developed to improve implementation of PBIS at the classroom level.
Strand: Classroom, Continuous Improvement, Tier 1
Related assessments/subscales: BoQ (Classroom Systems), SAS (Classroom Systems)
- 32 -
Social Emotional Learning Within Effective Systems (E12)
Kim Gulbrandson, Beth Herman
Students’ social emotional skill development has been linked to their academic success, and
implementation of social emotional learning supports can be enhanced when embedded
within effective systems. This session will review the critical components of successful
systems and provide social emotional learning (SEL) implementation resources that align
with these components.
Team Action Planning (E13)
Location  Marula
- 33 -
SE S S IO N S BY SELF -AS S ES S M EN T TOOL
Is your team is looking to improve in a particular subscale on one of the commonly
used tools? This key provides details about which sessions directly apply to
subscales on self-assessments.
BENCHMARKS FOR ADVANCED TIERS (BAT)
SELF-ASSESSMENT
SURVEY (SAS)
BENCHMARKS OF QUALITY (BOQ)
CRITICAL ELEMENT (SUBSCALE)
SESSION
Faculty Commitment
D12, E2
Effective Procedures for Dealing with Discipline
A7
Data Entry and Analysis Plan Established
D12, E2
Reward/Recognition Program Established
B5, C12, D2, D12
Lesson Plans for Teaching Expectations/Rules
D3
Implementation Plan
D3, D12
Classroom Systems
A7, A8, B7, C12, D2, E11
Evaluation
B8
Nonclassroom Setting Systems
B5
Classroom Systems
A7, E11
Individual Student Systems
A10, D5
Tier 1: Implementation of School-wide PBS
B8
Tier 2-3 Foundations
A11
Student Identification
A6
Monitoring and Evaluation
A6
Tier 2: Support Systems
D5
Main Tier 2: Strategy Implementation
A6, D5
Main Tier 2: Strategy Monitoring Evaluation
A6, D5
Tier 3: Intensive Support Systems
A10, C5, D9, E5
Tier 3: Assessment and Plan Development
A10, E5
Tier 3: Monitoring and Evaluation
A10, E5
- 34 -
MONITORING ADVANCED
TIERS TOOL (MATT)
TIERED FIDELITY INVENTORY (TFI)
CRITICAL ELEMENT (SUBSCALE)
SESSION
Teams (Tier 1)
A6, B11, E2
Implementation (Tier 1)
A6, A8, B1, B5, C1, C8, C12,
D2, D3, E3
Evaluation (Tier 1)
A6, B1, B8, C1
Teams (Tier 2)
A6, A11, C10
Interventions (Tier 2)
A6, A11, C10
Evaluation (Tier 2)
A6, A11, C10
Teams (Tier 3)
A10
Resources (Tier 3)
A10, D9
Support Focus
C5, E5
Evaluation
E5
Tier 1 Critical Element
A10
Tier 2-3 Organizational Elements
A10
Tier 2 Critical Elements
D5
Tier 3 Critical Elements
A10, E5
- 35 -
SE S S IO N S BY STRAN D
Interested in a particular strand? This key breaks out the sessions by strand topic.
STRAND
SESSION
Classroom
A7, A8, B7, C4, C7, C8, D2, D3, E11
Continuous Improvement
B7, B8, C6, D1, D2, D4, D8, E4, E6, E8, E11
Early Childhood
D7, E7
Equity/Culturally Responsive Practices
A7, A12, B1, B4, C1, C4, D3, D6, E1, E8
Family, Student, and Community Engagement
A2, B2, C2, D3, D4, E3
Integrated Systems
A4, A9, B11, C6, C7, C9, D1, D2, D8, D10,
D11, E4, E6, E10
Mental Health
A4, B9, D10, E6
Middle School/High School
A5, A6, B6, C7, C12, D2, D4, D8, D9, D10,
D12, E2
Special Education
A9, C11
Special Topics
A3, A4, A9, B3, B9, C3, C11, E10, E12
Tier 1
A1, A7, A8, B5, B7, B8, C3, C4, C7, C8, C12,
D3, D10, D12, E2, E11
Tier 2
A6, A7, A8, A11, B7, B8, B12, C10, D5,
D10, E2
Tier 3
A7, A10, C5, D9, E5, E9
- 36 -
AC R O N YM S U S ED IN P BIS
A
Achieved (A)
Not in Place (NIP)
Not Started (NS)
B
Behavior Education Plan (BEP)
Behavior Intervention Plan (BIP)
Benchmarks of Advanced Tiers (BAT)
Benchmarks of Quality (BoQ)
O
Office Disciplinary Referral (ODR)
Office of Special Education Programs (OSEP)
Out of School Suspension (OSS)
C
Check-in Check-out (CICO)
Checklist for Individual Student Systems (CISS)
Coordinated Early Intervening Services (CEIS)
Culturally Responsive Practice (CRP)
D
Daily Progress Report (DPR)
Dropout Early Warning System (DEWS)
District Capacity Assessment (DCA)
R
Rehabilitation for Empowerment, Natural
Supports, Education and Work (RENEW)
Response to Intervention (RtI)
E
Early Warning Systems (EWS)
Educator Effectiveness (EE)
Effective Behavior Support (EBS)
Every Student Succeeds Act (ESSA)
Evidence-based Practice (EBP)
F
Family Engagement (FE)
Fully in Place (F)
Functional Analysis (FA)
Functional Assessment Checklist for Teachers
(FACTS)
Functional Behavior Assessment (FBA)
I
Identification Number (ID)
In Place (IP)
In Progress (I)
Individual Student Systems (ISS)
Individualized Education Plan (IEP)
Individuals with Disabilities Education Act (IDEA)
Institute of Higher Education (IHE)
Interconnected Systems Framework (ISF)
M
Measurement of Advanced Tiers Tool (MATT)
Multi-level Systems of Support (MLSS)
N
P
Partially in Place (P)
Positive Behavior Support (PBS)
Positive Behavioral Interventions and Supports
(PBIS)
Problem Solving Team (PST)
Professional Learning Community (PLC)
S
School Improvement Plan (SIP)
School Mental Health (SMH)
School Safety Survey (SSS)
School-wide Evaluation Tool (SET)
School-wide Implementation Review (SIR)
School-wide Information System (SWIS)
School-wide Positive Behavior Support (SWPBS)
Scientific Research Based Intervention (SRBI)
Self-Assessment Survey (SAS)
Social/Academic Instruction Group (SAIG)
Social Emotional Learning (SEL)
Socio-economic Status (SES)
Special Education (SPED)
Student Family Community Partnership (SFCP)
Student Support Team (SST)
Students With a Disability (SWD)
T
Team Initiated Problem Solving (TIPS)
Team Implementation Checklist (TIC)
Tiered Fidelity Inventory (TFI)
U
Universal Design for Learning (UDL)
- 37 -
- 38 -
Team member
Session A
Session B
Session C
Session D
Session E
What are your current implementation needs and goals? Use this chart to plan what sessions team members will attend to meet those needs.
CON F EREN CE P LAN N IN G
- 39 -
What did we learn?
What do we want
to accomplish?
How can we accomplish it?
When will it be started?
POS T-CON F EREN CE P LAN N IN G
Who is responsible to make
sure it's accomplished?
W IS C O N S IN S CH OOLS OF M ERIT
FO R M ATH EM ATICS
Alcott Elementary, Milwaukee
Allen-Field Elementary, Milwaukee
Audubon High, Milwaukee
Barbee Elementary, Milwaukee
Bethune Academy, Milwaukee
Brener Elementary, Shawano
Bryant Elementary, Milwaukee
Cass Street Elementary, Milwaukee
Clarke Street Elementary, Milwaukee
Clovis Grove Elementary, Menasha
Crandon Elementary, Crandon
Crandon Middle, Crandon
Downsville Elementary, Menomonie
Emerson Elementary, Milwaukee
Forest Home Elementary, Milwaukee
Forest Park Middle, Franklin
Franklin Elementary, Milwaukee
Franklin Elementary, West Allis-West Milwaukee
Goodrich Elementary, Milwaukee
Grant Elementary, Milwaukee
Greenfield Bilingual, Milwaukee
Greenfield Elementary, Baldwin-Woodville
Hartford Avenue Elementary, Milwaukee
Hawthorne Elementary, Milwaukee
Hayes Bilingual, Milwaukee
Hillcrest Primary, Shawano
Hi-Mount Elementary, Milwaukee
Holmes Elementary, Milwaukee
Honey Creek Elementary, Milwaukee
Horizon Elementary, Pewaukee
Humboldt Park Elementary, Milwaukee
- 40 -
Jackson Elementary, Milwaukee
King IB Middle, Milwaukee
La Causa Charter, Milwaukee
LaFollette Elementary, Milwaukee
Lakeshore Elementary, Eau Claire
Lincoln Intermediate, West Allis-West Milwaukee
Lincoln Middle, Milwaukee
Longfellow Elementary, Milwaukee
Lowell Elementary, Milwaukee
Maplewood Elementary, Sparta
Mishicot High, Mishicot
Mishicot Middle, Mishicot
Morse Marshall, Milwaukee
Parkview Elementary, Parkview
Pewaukee Lake Elementary, Pewaukee
Pulaski High, Milwaukee
Schultz Elementary, Mishicot
Sherman Elementary, Milwaukee
Siefert Elementary, Milwaukee
Silver Spring Elementary, Milwaukee
Starms Early Childhood, Milwaukee
Stuart Elementary, Milwaukee
Todd Elementary, Beloit
Townsend Street Elementary, Milwaukee
Victory Elementary, Milwaukee
Waupaca Learning Center Elementary, Waupaca
Waupaca Middle, Waupaca
Whitman Elementary, Milwaukee
SCHOOL OF RECOGNITION PROCESS CHANGING NEXT YEAR!
In 2017, our recognition process will undergo some changes to help schools more
accurately reflect their implementation of a culturally responsive multi-level system of
support. Visit our website for more information.
- 41 -
W IS C O N S IN S CH OOLS OF DIS TIN CTION
FO R M ATH EM ATICS
Academy of Accelerated Learning, Milwaukee
ALBA, Milwaukee
Curtin Elementary, Milwaukee
Dodgeville Elementary, Dodgeville
Fernwood Montessori, Milwaukee
Garland Elementary, Milwaukee
Hawley Environmental, Milwaukee
Johnson Creek Elementary, Johnson Creek
Johnson Creek Middle/High, Johnson Creek
Kluge Elementary, Milwaukee
Manitoba Elementary, Milwaukee
Maryland Montessori, Milwaukee
Medford Elementary, Medford
Menomonie Middle, Menomonie
Milwaukee Parkside, Milwaukee
Ninety-Fifth Street Elementary, Milwaukee
Reagan High, Milwaukee
Thurston Woods Elementary, Milwaukee
Wedgewood Park, Milwaukee
- 42 -
W ISC O N S IN S CH OOLS OF M ERIT
FOR READIN G
Bay View Middle and High, Milwaukee
Blair Elementary, Waukesha
Burdick Elementary, Milwaukee
Canterbury Elementary, Greendale
Cass Street Elementary, Milwaukee
Clarendon Avenue Elementary, Mukwonago
Cooper Elementary, Milwaukee
Edison Elementary, Appleton
Forest Park Middle, Franklin
Hillcrest Primary, Shawano
Hopkins Lloyd, Milwaukee
Horizon Elementary, Pewaukee
- 43 -
Howard Avenue Montessori, Milwaukee
Johnston Elementary, Appleton
Lawrence-Lawson Elementary, Sparta
Lowell Elementary, Milwaukee
Maplewood Elementary, Sparta
Meir School, Milwaukee
Menomonie Middle, Menomonie
Milwaukee Spanish Immersion, Milwaukee
Mishicot High, Mishicot
Neeskara Elementary, Milwaukee
North Division High, Milwaukee
Norwalk-Ontario-Wilton Elementary, Norwalk-Ontario-Wilton
Pewaukee Lake Elementary, Pewaukee
Potosi Elementary, Potosi
Project STAY, Milwaukee
Rogers Street Academy, Milwaukee
Saukville Elementary, Port Washington-Saukville
Southview Elementary, Chippewa Falls
Transition High, Milwaukee
Valley View Elementary, Ashwaubenon
Wabeno Elementary, Wabeno
Zablocki Elementary, Milwaukee
- 44 -
W ISC O N S IN S CH OOLS OF DIS TIN CTION
FOR READIN G
ALBA, Milwaukee
Dodgeville Elementary, Dodgeville
Fairview Elementary, Milwaukee
Franklin Elementary, Appleton Area
Gaenslen Elementary, Milwaukee
Halmstad Elementary, Chippewa Falls
Hampton Elementary, Milwaukee
Johnson Creek Elementary, Johnson Creek
Johnson Creek Middle/High, Johnson Creek
La Causa Charter, Milwaukee
Lincoln Avenue Elementary, Milwaukee
Longfellow Elementary, Milwaukee
Milwaukee Parkside, Milwaukee
Parkview Elementary, Milwaukee
- 45 -
Vieau Elementary, Milwaukee
W ISC O N S IN S CH OOLS OF M ERIT
FOR BEH AVIOR
Adams Elementary, Janesville
Al Behrman Elementary, Baraboo
ALBA, Milwaukee
Alcott Elementary, Milwaukee
Antigo High, Antigo
Antigo Middle, Antigo
Arcadia Elementary, Arcadia
Barton Elementary, Milwaukee
Bayfield High, Bayfield
Benjamin Franklin Elementary/Early Learning, Menomonee Falls
Berlin Middle, Berlin
Berry Elementary, Appleton
Bessie Allen Middle, North Fond du Lac
Birnamwood Elementary, Wittenberg-Birnamwood
Blair Elementary, Waukesha
Brown Street Academy, Milwaukee
Bruce Elementary, Milwaukee
Burbank Elementary, Milwaukee
Burdick Elementary, Milwaukee
Canterbury Elementary, Greendale
Carson Academy, Milwaukee
Cedar Grove-Belgium Elementary, Cedar Grove-Belgium
Cedar Grove-Belgium Middle, Cedar Grove-Belgium
Central High, West Allis-West Milwaukee
Chippewa Falls High, Chippewa Falls
Clay Lamberton Elementary, Berlin
Clayton Elementary, Neenah
- 46 -
Clement Avenue Elementary, Milwaukee
Cleveland Elementary, Sheboygan
Clintonville Middle, Clintonville
County Line Elementary, Germantown
Crivitz Middle, Crivitz
Cudahy High, Cudahy
Deer Creek Intermediate, Saint Francis
Delavan-Darien High, Delavan-Darien
Dodgeville Middle, Dodgeville
Doerfler Elementary, Milwaukee
Douglas Elementary, Watertown
Downsville Elementary, Menomonie
Dunwiddie Elementary, Port Washington-Saukville
Emmeline Cook Elementary, Oshkosh
East Troy Middle, East Troy
Edward Bain School of Creative Art, Kenosha
Eisenhower Elementary, Green Bay
Eleva Elementary, Eleva-Strum
Fond du Lac High, Fond du Lac
Fort Howard Elementary, Green Bay
Franklin Elementary, Oshkosh
Fratney Elementary, Milwaukee
Friendship Learning Elementary, North Fond du Lac
G.D. Jones Elementary, Wausau
Gaenslen Elementary, Milwaukee
Gegan Elementary, Menasha
Grant Elementary, Kenosha
Grantosa Drive Elementary, Milwaukee
Hales Corners Elementary, Whitnall
Hamilton High, Milwaukee
Harrison Elementary, Janesville
Hawley Environmental School, Milwaukee
Hayes Bilingual School, Milwaukee
Hewitt-Texas Elementary, Wausau
- 47 -
Hillcrest Elementary, Chippewa Falls
Hillcrest Elementary, Pulaski
Hillcrest School, Kenosha
Holmen Middle, Holmen
Hoover Elementary, Neenah
Hopkins Lloyd, Milwaukee
Horace Mann Elementary, West Allis-West Milwaukee
Howard Elementary, Howard-Suamico
Howe Elementary, Green Bay
Indian Community School, Franklin
Irving Elementary, West Allis-West Milwaukee
Jack Young Middle, Baraboo
Jackson Elementary, Sheboygan
Janssen Elementary, Kimberly
Jefferson Elementary, Kenosha
Jefferson Elementary, West Allis-West Milwaukee
Jim Falls Elementary, Chippewa Falls
Jones Elementary, Cudahy
Keller Elementary, Green Bay
Kennedy Elementary, Green Bay
Kennedy Elementary, Janesville
Kennedy Middle, Germantown
Kewaskum Elementary, Kewaskum
Kewaunee Middle, Kewaunee
King IB Middle, Milwaukee
King International, Milwaukee
Kohler Elementary, Kohler
Kosciuszko Elementary, Cudahy
Lake Mills Elementary, Lake Mills
Lakeview Elementary, Neenah
Lannoye Elementary, Pulaski
Lawrence-Lawson Elementary, Sparta
Lincoln Elementary, Wausau
Lincoln Middle, Kenosha
Lincoln Middle, Milwaukee
Locust Lane Elementary, Eau Claire
- 48 -
Logan High, La Crosse
Longfellow Elementary, Clintonville
Longfellow Elementary, West Allis-West Milwaukee
MacArthur Elementary, Germantown
MacDowell Montessori, Milwaukee
Madison Elementary, West Allis-West Milwaukee
Maine Elementary, Wausau
Maplewood Middle, Menasha
Mattoon Elementary, Antigo
McKinley Elementary, Kenosha
Meadow View Elementary, Oconomowoc
Meadowview Elementary, Eau Claire
Meir School, Milwaukee
Menominee Indian High, Menominee Indian
Menominee Indian Middle, Menominee Indian
Merrill Elementary, Beloit
Merrill Elementary, Oshkosh
Merrill Middle, Oshkosh
Metcalfe Elementary, Milwaukee
Miller Elementary, Tomah
Milwaukee Environmental Sciences, Milwaukee
Milwaukee German Immersion, Milwaukee
Milwaukee High School of the Arts, Milwaukee
Milwaukee Learning Center, CESA 1
Milwaukee Parkside School, Milwaukee
Milwaukee School of Languages, Milwaukee
Milwaukee Spanish Immersion, Milwaukee
Mitchell Elementary, Cudahy
Mitchell Elementary, Milwaukee
Mount Horeb Intermediate, Mount Horeb
Muir Elementary, Portage
New Glarus High, New Glarus
New Glarus Middle, New Glarus
New School for Community Service, Milwaukee
North Division High, Milwaukee
North Elementary, Antigo
North High, Oshkosh
North Park Elementary, Racine
Olympia Brown Elementary, Racine
- 49 -
Park View Middle, Mukwonago
Parkside Elementary, Fond du Lac
Parkview Elementary, Milwaukee
Parkview Elementary, Chippewa Falls
Patrick Marsh Middle, Sun Prairie
Pershing Elementary, West Allis-West Milwaukee
Phoenix Middle, Delavan-Darien
Pier Elementary, Fond du Lac
Pioneer Elementary, Ashwaubenon
Powers Elementary, Beloit Turner
Reuther Central High, Kenosha
Rhinelander High, Rhinelander
Rib Mountain Elementary, Wausau
Richmond Elementary, Appleton
Ridgeway Elementary, Dodgeville
Riverside High, Milwaukee
Robbins Elementary, Eau Claire
Roche-A-Cri Elementary, Adams-Friendship
Rock Ledge Intermediate, Seymour
Roosevelt Elementary, Oshkosh
Roosevelt Elementary, Racine
Roosevelt Middle, Appleton
Rosenow Elementary, Fond du Lac
Sabish Middle, Fond du Lac
Saint Francis High, Saint Francis
Sawyer Elementary, Sturgeon Bay
Seymour Middle, Seymour
Shalom High, Milwaukee
Shell Lake Primary, Shell Lake
Sheridan Elementary, Sheboygan
Somers Elementary, Kenosha
South High, Sheboygan
St. Charles Behavior, Milwaukee
St. Charles Day Treatment Center, Milwaukee
- 50 -
Strum Elementary, Eleva-Strum
Sun Prairie High, Sun Prairie
Sunnyside Elementary, Pulaski
Sunrise Elementary, Sturgeon Bay
Sunset Elementary, Sturgeon Bay
Tank Elementary, Green Bay
Theisen Middle, Fond du Lac
Thomas Jefferson Elementary, Wausau
Tomah High, Tomah
Tomahawk Middle, Tomahawk
Townview Elementary, Beloit Turner
Transition High, Milwaukee
Tremper High, Kenosha
Turtle Creek Elementary, Delavan-Darien
Underwood Elementary, Wauwatosa
Urban Middle, Sheboygan
Walker Elementary, West Allis-West Milwaukee
Washington Elementary, Oshkosh
Webster Stanley Middle, Oshkosh
West Elementary, Antigo
West Milwaukee Intermediate, West Allis-West Milwaukee
Westby Elementary, Westby
Westlawn Elementary, Cedarburg
Westside Academy, Milwaukee
Wileman Elementary, Delavan-Darien
Willow Glen Primary, Saint Francis
Willson Elementary, Baraboo
Wilson Elementary, Kenosha
Wilson Elementary, Neenah
Winnequah School, Monona Grove
Wittenberg Elementary, Wittenberg-Birnamwood
Wittenberg-Birnamwood High, Wittenberg-Birnamwood
Woodridge Elementary, Portage
Zablocki Elementary, Milwaukee
- 51 -
W IS C O N S IN S CH OOLS OF DIS TIN CTION
FOR BEH AVIOR
Auer Avenue Elementary, Milwaukee
Badger Elementary, Appleton
Baird Elementary, Green Bay
Bird Elementary, Sun Prairie
Brown Deer Middle/High, Brown Deer
Cardinal Heights Upper Middle, Sun Prairie
Chegwin Elementary, Fond du Lac
Chippewa Falls Middle, Chippewa Falls
Clemens Elementary, Milwaukee
Clinton Elementary, Clinton
Congress Elementary, Milwaukee
Coon Valley Elementary, Westby
Cooper Elementary, Milwaukee
Cooper Elementary, Sheboygan
Crandon High, Crandon
Creekside Elementary, Sun Prairie
Crivitz Elementary, Crivitz
Danz Elementary, Green Bay
Darien Elementary, Delavan-Darien
Doubek Elementary, East Troy
Edison Elementary, Appleton
Eighty-First Street Elementary, Milwaukee
Einstein Middle, Appleton
- 52 -
Evans Elementary, Fond du Lac
Fairview Elementary, Milwaukee
Ferber Elementary, Appleton
Fond du Lac STEM Academy, Fond du Lac
Fond du Lac STEM Institute, Fond du Lac
Forest Park Elementary, Kenosha
Frank Lloyd Wright Intermediate, West Allis-West Milwaukee
Franklin Elementary, Appleton
Gilmore Middle, Racine
Grant Elementary, Milwaukee
Grant Elementary, Sheboygan
Grant Elementary, Wausau
Greenland Elementary, Oconomowoc
Grewenow Elementary, Kenosha
Hackett Elementary, Beloit
Halmstad Elementary, Chippewa Falls
Highlands Elementary, Appleton
Hillcrest Primary School, Shawano
Hoover Elementary, West Allis-West Milwaukee
Horizon Elementary, Sun Prairie
Horizons Elementary, Appleton
Horning Middle, Waukesha
Houdini Elementary, Appleton
IDEAL, Milwaukee
Indian Trail High School/Academy, Kenosha
Ixonia Elementary, Oconomowoc
James Madison Elementary, Sheboygan
Jefferson Elementary, Sheboygan
John Marshall Elementary, Wausau
Johnston Elementary, Appleton
Kagel Elementary, Milwaukee
- 53 -
Kewaunee Elementary, Kewaunee
Kilbourn Elementary, Milwaukee
King Jr. Elementary, Milwaukee
La Causa Charter School, Milwaukee
Lakeshore Elementary, Eau Claire
Lakeshore Elementary, Fond du Lac
Lakeside Elementary, Oshkosh
Lemonweir Elementary, Tomah
Lincoln Avenue Elementary, Milwaukee
Lincoln Elementary, Appleton
Lincoln Elementary, Cudahy
Lincoln-Erdman Elementary, Sheboygan
Longfellow Elementary, Sheboygan
Longfellow Middle, La Crosse
Madison Elementary, Wauwatosa
Madison Middle, Appleton
McKinley Elementary, Appleton
McNeel Intermediate, Beloit
Medford Elementary, Medford
Milwaukee French Immersion, Milwaukee
Nathan Hale High, West Allis-West Milwaukee
Neeskara Elementary, Milwaukee
Nicolet Elementary, Menasha
North Middle, Menomonee Falls
Northside Elementary, Sun Prairie
Oak Creek High, Oak Creek-Franklin
Park Lawn Elementary, Oconomowoc
Park View Elementary, Cudahy
Pierce Elementary, Milwaukee
Pigeon River Elementary, Sheboygan
Prairie Phoenix Academy, Sun Prairie
Prairie View Elementary, Beaver Dam
Prairie View Elementary, East Troy
Prairie View Middle, Sun Prairie
Riverside Elementary, Fond du Lac
- 54 -
Riverside Elementary, Menomonee Falls
Riverview Elementary, Wausau
Roberts Elementary, Fond du Lac
Rockfield Elementary, Germantown
Rogers Street Academy, Milwaukee
Roosevelt Elementary, Janesville
Roosevelt Elementary, Wauwatosa
Roosevelt Middle, Milwaukee
Royal Oaks Elementary, Sun Prairie
Shady Lane Elementary, Menomonee Falls
South Mountain Elementary, Wausau
South Park Middle, Oshkosh
Southview Elementary, Chippewa Falls
Starms Early Childhood, Milwaukee
Stephen Foster Elementary Charter, Appleton
Stettin Elementary, Wausau
Stillson Elementary, Chippewa Falls
Sugar Creek Elementary, Verona
Summit Elementary, Oconomowoc
Thoreau Elementary, Madison Metropolitan
Thoreau Elementary, Milwaukee
Thorson Elementary, Cedarburg
Tomahawk Elementary, Tomahawk
Trowbridge Street Elementary, Milwaukee
Valley View Elementary, Ashwaubenon
Valley View Elementary, Menomonee Falls
Van Brunt Elementary, Horicon
Vieau Elementary, Milwaukee
Wabeno Elementary, Wabeno
Wabeno High, Wabeno
Washington Middle, Kenosha
Waters Elementary, Fond du Lac
Webster Middle, Cedarburg
Webster Stanley Elementary, Oshkosh
Wedgewood Park School, Milwaukee
West High, Appleton
Westside Elementary, Sun Prairie
Whittier Elementary, Kenosha
Whittier Elementary, Milwaukee
Wilson Elementary, West Allis-West Milwaukee
Wilson Middle, Appleton
Woodworth Middle, Fond du Lac
- 55 -

Long program 2016.indd - Wisconsin PBIS Network

Transcription

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