Green Bay Area Public Schools

Multi-Level Systems of Support (MLSS) for Behavior

Behavior Education, Intervention and Discipline

Expectations

To share specific information with all stakeholder

groups, including Students, Parents/Guardians, Staff,

District and School Administrators, and Board of

Education about how we plan to educate, support,

and hold students accountable for their behaviors in

all of our schools.

Purpose

2014-2015 Behavior Task Force

2015-2016 Task Force Vetting Process

2016-2017 Building Administrator Vetting Process

2016-2017 Professional Learning Sessions on

Behavioral Interventions and Multi-level

System of Support-Behavior (MLSS) for some

school teams

2017-2018 Start Implementation3

History

Multi-Level Systems of Support for Behavior

Behavior Education, Intervention and Discipline

Expectations for PK-Elementary Schools

Behavior Education, Intervention and Discipline

Expectations for Secondary Schools

4

Behavior Expectation Documents

5

Rollout Plan2017

Building Administrators - August 3

Board of Education - August 7

School Staff - August 28-31

Students - September

Parents - September-November

Why a Multi-Level System of Support for Behavior?

To ensure all students can experience academic,

behavior and social emotional growth and our

students are college, career and community

ready.

6See page 3 in the GBAPS MLSS Document

Multi-Level System of Support (MLSS)-Behavior

• Connected to the Academic MLSS Framework

• Culturally Responsive and Trauma Sensitive

• Provides Consistent Evidence-Based Framework• Universal behavior teaching

• Use of data to develop action plans

• Interventions and Responses to Misbehavior

• Measurements of fidelity of implementation

7

Core Principles of MLSS for Behavior • All students can learn and engage at high levels in a standards-

based core academic and behavioral universal curriculum taught

with culturally responsive practices.

• Intervention occurs early and is supplemental to core academic

and behavioral universal curriculum.

• Interventions and instruction are evidence-based and add value to

the core academic and behavioral universal curriculum.

• A multi-tier model of service delivery is utilized to promote

success.

• Teams utilize a Problem-Solving Process for decision-making

within the multi-tier model.

• Decisions are made collaboratively and informed by data.

• Assessments are utilized for the purpose of progress monitoring.

• Progress monitoring is used to inform academic and behavioral

instruction.

See page 5 in the GBAPS MLSS Document

8

Academic & Behavior MLSS

9See pages 6-7 in the GBAPS MLSS Document

Why Behavior Education, Intervention and Discipline Expectations?

To build awareness, understanding and commitment among students, families,

school board, district and school-based administrators, and staff

To provide explicit universal expectations for student behavior that includes

behaviors that are appropriate and inappropriate at school and school-

sponsored events

To create consistent expectations for adults in order to positively teach, model

and reinforce the skills necessary for students to meet GBAPS behavior

expectations at all levels

10See page 6 in the GBAPS Behavior Document

Behavior Education, Intervention and Discipline Expectations

Rights and Responsibilities for all Stakeholders (pp. 7-9)

Four Critical Elements of Behavior Education (pp. 10-12)

Effective Classroom Practices (pp. 13-15)

Progressive Intervention and Discipline (pp. 15-17)

Response Levels (pp. 17-23)

Glossary (pp. 24-25)

11

Rights and ResponsibilitiesRights for All

Responsibilities

• Board of Education

• District Office

• School Administrator

• Teacher/Staff

• Parents/Guardian

• Student

12See pages 7-9 in the GBAPS Behavior Document

Four Critical Elements

Guidelines for Successful Behavior

Teaching Behavioral Expectations

Student Intervention and Discipline

Use of Data

13See pages 10-12 in the GBAPS Behavior Document

Effective Classroom Management Practices

• Structure your Classroom for Success

• Teaching Behavioral Expectations to

Students

• Observe and Supervise Student Behavior

• Interacting Positively with Students

• Correcting Inappropriate Behavior Fluently

14See pages 13-15 in the GBAPS Behavior Document

Progressive Intervention and Discipline

Discipline must be paired with interventions for a

comprehensive approach to behavior change.

Intervention: Actions that provide opportunities for

instruction beyond the universal curriculum.

Discipline: Actions that are typically viewed as

consequences.

15See pages 15-17 in the GBAPS Behavior Document

Response Levels

The Behavioral Education, Intervention, Discipline

and Expectations identifies five Response Levels to

inappropriate student behavior. If the behavior is

assigned to two or more Response Levels, the

lowest level should be used first.

16

See pages 17-23 in the GBAPS Behavior Document

17

Glossary of Terms

Appendices

A: Discipline for Students with Disabilities

B: Green Bay Area Public Schools Board Policies

C: List and Definitions of Non-sequential Interventions and

Strategies

D: List and Definitions of Non-sequential Discipline

Resources

See pages 24-39 in the GBAPS Behavior Document

18

The safety of our students and staff is a top priority in

our District, therefore, all stakeholders must understand

that certain behaviors are not acceptable in our schools.

Q&A

See page 6 in the GBAPS Behavior Document

1

August 4, 2017

TO: Michelle Langenfeld, Superintendent of Schools and Learning

FROM: Vicki Bayer, Chief of Community and PK-16 Programs

Claudia Henrickson, Executive Director of Special Education and Pupil Services

Toni Baeb, Associate Director of Pupil Services

Angela Buchenauer, Associate Director of Pupil Services

Kathryn DeVillers, Administrative Intern, Early Learning Center and Jackson

INFO: John Magas, Associate Superintendent of Continuous Improvement

RE: Multi-Level Systems of Support (MLSS) Behavior Education, Intervention

and Discipline Expectations Documents

The purpose of this memo is to provide the Board of Education an update on the progress made

toward developing and implementing a Multi-level System of Support (MLSS) with a focus on

behavior.

Background:

The safety of our students and staff is a top priority in our District. Therefore, all stakeholders

must understand that certain behaviors are not acceptable in our schools. Examples of these

behaviors include, but are not limited to, possession of a weapon, violent or aggressive

behaviors, distribution of drugs/alcohol, and bullying/harassment that endangers the property,

health or safety of others.

In August of 2014, under the leadership of then District Equity Coordinator, Jennifer Higgs, and

Executive Director of Pupil Services, Barb Dorff, an Improving School Climate and Behavior

Task Force was created in order to research best practices. With input and collaboration from the

district office, parents, students, staff, building administrators, community members and board

members, over the past three years the following documents were developed to reflect Green

Bay Area Public School District values and expectations. A list of collaborators can be found at

the end of this memo.

● Multi-Level Systems of Support-Behavior, A Comprehensive Response to Intervention

(RtI) Behavior Framework for Green Bay Area Public School District

● Behavior Education, Intervention and Discipline Expectations for PK-Elementary

Schools

● Behavior Education, Intervention and Discipline Expectations for Secondary Schools

2

The purpose of the Comprehensive Response to Intervention (RtI) Behavior Framework for

Green Bay Area Public School District document is to support district stakeholder groups,

including the board of education, district and school-based administrators, and district staff in

establishing and sustaining multi-level systems of behavior support that are culturally responsive

and trauma sensitive.

All schools in the Green Bay Area Public School District will continue to be expected to create

positive learning environments to ensure students experience academic, behavior and social

emotional growth to become college, career and community ready. To accomplish this, schools

will continue to implement a behavior-focused Multi-level System of Support (MLSS) in

conjunction with the academic MLSS, incorporating a data-based decision making process.

As part of a school’s Multi-level System of Support, the Behavior Education, Intervention and

Discipline Expectations documents are designed to give specific information to all stakeholder

groups, including the board of education, district and school-based administrators, district staff,

parents/guardians and students about how we educate, support, and hold students accountable for

their behaviors. The document is intended to accomplish the following purposes:

● Provide explicit universal expectations for student behavior that includes behaviors that

are appropriate and inappropriate at school and school-sponsored events.

● Build awareness, understanding and commitment among all stakeholders by:

○ Creating a collective sense of responsibility to support positive student behavior

in classroom/school environments

○ Identifying a range of culturally responsive/trauma sensitive interventions,

corrections, and discipline to respond to behavior.

● Create consistent expectations for adults in order to positively teach, model and reinforce

the skills necessary for students to meet GBAPS behavior expectations at all levels.

Over the course of the 2016-17 school year, the Behavior Team (Katy DeVillers, Sandy Beyer,

Dayna Hansen, Jackie Haefs, Michelle Grafs, Toni Baeb, Angela Buchenauer, DiaAnn Quinn,

Pam Super) worked on finalizing the documents, while at the same time continuing to support

district schools in the development and implementation of a universal framework for behavior.

Principals, associate principals, deans and administrative interns were exposed to the documents

through professional development throughout the year in order to provide feedback, ask

questions, and develop a clear understanding of the document contents.

The following rollout plan has been developed in anticipation of a fall 2017 kick off:

Board of Education August 2017 Board Meeting

District Administrators August 2017 Administrator Retreat

Building Administrators August 2017 Administrator Retreat

School Staff August 2017 Professional Learning Days

Students September 2017 by the discretion of building administrator

Parents/Guardians September - November 2017

Community Members September - November 2017

3

The Behavior Team will spend the 2017-18 school year collecting feedback and reviewing and

revising the documents as necessary. Monthly updates will be reported to the Board and

Superintendent regarding the progress being made.

Documents developed in collaboration with the following team members:

Student Behavior/Discipline in the Classroom/Schools

● Jennifer Higgs, Co-Chair – District Equity Coordinator, District Office Building (DOB)

● Dayna Hansen, Co-Chair – PBIS Facilitator, DOB

● Sandy Beyer – District Behavior Management Support Teacher, DOB

● Claudia Orr – Associate Director of Bilingual Programs, DOB

● Christine Fabian – Principal, Howe Elementary

● Kelly Agen – Principal, Danz Elementary

● Kim Spychalla – Principal, MacArthur Elementary

● Teri Willems – Executive Director for Elementary Education, DOB

● Vicki Bayer – Principal, Minoka-Hill

● Courtney Kuehn – Associate Principal, Preble High School

● Tyson Tatro – Dean of Students, Danz Elementary

● Christopher Wagner – School Board Member

● Sandra Shavlik – Reading Recovery Teacher, DOB

● Eben Grisby – Special Education Teacher, West High School

● Lori Cathey – GBEA President

● Dan Knudson – Secondary Teacher, Washington Middle School

● Katie Mueller – Elementary Teacher, Howe Elementary

● Delia Ybarra - Elementary Teacher, Howe Elementary

● Katy DeVillers – Professional Learning Specialist, DOB

● Amy Foote – Parent Representative

● Luis Franco-Toscano – Bilingual Family Engagement Coordinator, DOB

● Jeff VanLannen – Associate Principal, Southwest High School

Suspension/Expulsion

● Barbara Dorff, Co-Leader – Executive Director of Pupil Services, DOB

● Sandy Beyer, Co-Leader – District Behavior Management Support Teacher, DOB

● Jennifer Higgs – District Equity Coordinator, DOB

● Katie Sulzer – Admin Intern – Teacher on Special Assignment, Franklin Middle School

● Kim Schanock – School Social Worker/Grant Project Coordinator, DOB

● Matt Weller – Associate Principal, Edison Middle School

● Dexter McNabb – Associate Principal, West High School

● Celestine Jeffries – School Board Member

● Kristine Kuhn – Program Support Teacher, Minoka-Hill

● Liz Olderman – Dean of Students, Eisenhower Elementary

● Tami Schick, Secondary Teacher, Washington Middle School

● David Harswick – GBEA Executive Director

● Rick O’Kimosh – Parent Representative

● Amy Wachewicz – Associate Director of Special Education Services, DOB

● Luis Franco-Toscano – Bilingual Family Engagement Coordinator, DOB

4

Role of the SRO

● Barbara Dorff, Co-Chair – Executive Director of Pupil Services, DOB

● Jennifer Higgs, Co-Chair – District Equity Coordinator, DOB

● Mark Smith – Assistant Superintendent, Continuous School Improvement, DOB

● Jeff Vanlannen – Associate Principal, Southwest High School

● Todd LePine – Lieutenant, Green Bay Police Department

School Climate and Discipline Committee

● Jennifer Higgs, Co-Chair – District Equity Coordinator, DOB

● Barbara Dorff, Co-Chair – Executive Director of Pupil Services, DOB

● Dayna Hansen – PBIS Facilitator, DOB

● Sandy Beyer – District Behavior Management Support Teacher, DOB

● Claudia Orr – Associate Director of Bilingual Programs, DOB

● Christine Fabian – Principal, Howe Elementary

● Kelly Agen – Principal, Danz Elementary

● Kim Spychalla – Principal, MacArthur Elementary

● Teri Willems – Executive Director for Elementary Education, DOB

● Vicki Bayer – Principal, Minoka-Hill

● Courtney Kuehn – Associate Principal, Preble High School

● Tyson Tatro – Dean of Students, Danz Elementary

● Christopher Wagner – School Board Member

● Sandra Shavlik – Reading Recovery Teacher, DOB

● Eben Grisby – Special Education Teacher, West High School

● Lori Cathey – GBEA President

● Dan Knudson – Secondary Teacher, Washington Middle School

● Katie Mueller – Elementary Teacher, Howe Elementary

● Delia Ybarra - Elementary Teacher, Howe Elementary

● Katy Devillers – Professional Learning Specialist, DOB

● Amy Foote – Parent Representative

● Luis Franco-Toscano – Bilingual Family Engagement Coordinator, DOB

● Jeff Vanlannen – Associate Principal, Southwest High School

● Katie Sulzer – Admin Intern – Teacher on Special Assignment, Franklin Middle School

● Kim Schanock – School Social Worker/Grant Project Coordinator, DOB

● Matt Weller – Associate Principal, Edison Middle School

● Dexter McNabb – Associate Principal, West High School

● Celestine Jeffries – School Board Member

● Kristine Kuhn – Program Support Teacher, Minoka-Hill

● Liz Olderman – Dean of Students, Eisenhower Elementary

● Tami Schick – Secondary Teacher, Washington Middle School

● David Harswick – GBEA Executive Director

● Rick O’Kimosh – Parent Representative

● Amy Wachewicz – Associate Director of Special Education Services, DOB

● Mark Smith – Assistant Superintendent, Continuous School Improvement, DOB

● Todd LePine – Lieutenant, Green Bay Police Department