October 2011


PBIS schools across Wisconsin have created more positive environments for students and staff by establishing clear expectations for their students and taking active steps in teaching, modeling, and reinforcing appropriate behaviors school-wide.

Wisconsin schools have been implementing PBIS since fall 2006 with the number of PBIS-trained schools rapidly increasing over the last year and a half. As of July 15, 2011, over 795 schools in 167 districts in Wisconsin have attended PBIS training. The table below shows the number of trained schools at each school level in Wisconsin over the past three years.


July 2009

July 2010

July 2011

Early Childhood




























Three years ago, Wisconsin ranked in the bottom ten states for number of schools trained in PBIS. Now Wisconsin has the sixth highest number of PBIS trained schools!

Of the 795 trained schools in Wisconsin, 85.7 percent (681 schools) are implementing, as demonstrated by completion of at least one Self-Assessment Survey (SAS), Team Implementation Checklist (TIC), School-wide Evaluation Tool (SET), or Benchmarks of Quality (BoQ) on the PBIS Assessment website. Of those implementing schools, 41.1 percent (280 schools) have demonstrated fidelity of implementation on at least one of those measures on the PBIS Assessment website. A list of the schools implementing PBIS with fidelity can be found here.

Over 127,000 students attend the 280 schools that are implementing PBIS with fidelity in Wisconsin. The graph below shows how many students at each school level are being positively affected by high quality PBIS implementation in their schools. Keep up the great work everyone, the work you’re doing is making a difference in the lives of so many students!

The Wisconsin PBIS Network is currently preparing its 2010-11 fiscal year annual report. This report will contain additional information on the history of PBIS, training, and implementation in Wisconsin. Additionally, outcomes from schools that are implementing PBIS with fidelity and from schools sustaining high quality PBIS implementation will also be shared. This report will be made available on the Wisconsin PBIS Network website in late October.

New Regional Technical Assistance Coordinators

The Wisconsin PBIS Network welcomes four new regional technical assistance coordinators (RTACs). RTACs work closely with CESAs and with schools and districts who are currently implementing PBIS or beginning PBIS training. Please contact one of the RTACs in your region (contact information found here) if you are interested in implementing PBIS or would like assistance with PBIS implementation. Follow the links below for introductions from each of the new RTACs.

Margaret (Peg) Mazeika (south region)
Kent Smith (west region)
Jennifer Grenke (north region)
Lori Cameron (southeast region)


Registration is now open for SWIS Facilitator Training, hosted by the Wisconsin PBIS Network. SWIS facilitators assist schools in getting started with SWIS. The SWIS facilitator role is appropriate for those who have formal time allocated in their workload to implement SWIS with two or more schools in the next 12 months and work with those schools at least five times to assess readiness, train staff, and build fluency with them in the use of their data for decision-making. The training will be held October 12-14, 2011 in Madison. For more information and a registration link, please click here. Please note that space is limited for this training, and advance registration is required!


The Wisconsin PBIS Network is sponsoring two sets of one-day external coaches forums during the 2011-12 academic year. The fall forums will include information on systems coaching, external coach roles and responsibilities, and data-driven decision making around student outcome and process data. This forum will be first offered on November 29 in Waukesha; information and registration is available here. It will be repeated on December 9 in Wausau; information and registration is available here. The spring forum will be offered in April in the Eau Claire and Green Bay areas; dates, topic, and specific locations are to be determined.


The Wisconsin PBIS Network’s PBIS Coaching Calendar is designed to increase the effectiveness of PBIS internal and external coaches. The calendar is not intended to be an all-inclusive list of coaching responsibilities but a helpful tool as coaches lead the planning and delivery of PBIS in their schools. One of the primary components of the internal coach calendar is the team meeting planning section, which gives internal coaches tools to help facilitate PBIS team meetings and suggestions for monthly agenda items. The external coaching components of the calendar include activities such as working with the district PBIS leadership team and facilitating communication and scheduling between the internal coaches and the district’s PBIS Assessment local coordinator.

Access each month’s calendar from this site. These online versions have many links to sample agendas and examples that coaches may find useful. A printable version is also available.


In the PBIS Post, we like to include success stories written by educators at schools implementing PBIS. The stories are short descriptions (with data) of problem areas, what was done about them, and what the outcomes were. Outcomes can be anything from a reduction in the number of office discipline referrals (overall or in a particular location, time, etc.), to a reduction in suspensions/expulsions, or even an improvement in school climate. Celebrating successes are a staple in PBIS team meetings, and we would love to share your story in the PBIS Post. Please submit your stories to the Wisconsin PBIS Network at schindelc@wisconsinPBISnetwork.org. Check out a couple of success stories from the Wisconsin PBIS Network Schools of Merit below.

Janesville – Wilson Elementary

At the end of the 2009-10 school year, our newly trained PBIS team sat down to analyze office discipline referral (ODR) data. One specific time and location that seemed to jump off the page was the playground and lunchroom during the noon hour. In the 2009-10 school year we had 161 ODRs that came from the playground and 26 from the lunchroom for a total of 187. This lunch and recess time accounted for almost 30 percent of our ODRs for the whole year. We knew if we could do something to help with this time and location, we’d get a lot of bang for our buck.

We discussed reasons why this time and location seemed to be so problematic for our students. The students ate their lunch and went to recess afterwards. When considering the student’s perspective, we realized that students really had no incentive to leave the playground after recess because they were simply returning to their classroom for core academic instruction. Unfortunately, this is not motivating enough for all kids.

We decided that we needed to give kids a stronger incentive to leave the playground. So at the beginning of the 2010-11 school year, we switched the order of lunch and recess. Students now have their recess first and then come inside to eat lunch. Students are now very motivated to line up and come in off the playground because they know lunch is waiting for them.

We have found that this one simple change has had a significant impact on the volume of difficult behaviors on the playground, and the number of ODRs during this time frame has decreased by 16 percent in the 2010-11 school year.

Madison – O’Keeffe Middle

When disaggregating our data we noticed that our most significant number of referrals were in the category of insubordination, but the most significant behavior for suspensions were non-physical bullying, verbal, written and non-verbal threats, taunting, physical aggression, and/or serious threats, i.e. bullying. In breaking down the data the team discovered that there were 28 such incidents from September 1, 2010 through February 28, 2011.

Realizing that the issue of bullying was significantly impacting our students, the team developed a plan to address the behaviors. The team designed a March Manners competition between homeroom teams that encouraged students to recognize their classmates using manners. Each student was able to fill out a form identifying the manners that were used; the forms were assigned a score. The scores were then tallied and recorded. At the end of each week, the scores were announced, and at the end of March, the winner was identified.

During March our schools cool tools revolved around topics that are pertinent to bullying such as gossip, assertiveness skills, and manners. The team also accessed outside resources to help address the issue of bullying. Our seventh and eighth grade students participated in a Courage Retreat facilitated by Youth Frontiers, which addressed bullying, acts of courage, and self-identity issues. Our sixth grade students went to a performance of "Bullying, the Musical" by the community theatrical group. The subsequent cool tools supported topics that were covered by each activity. We also encouraged teachers to display anti-bullying signs and encouraged students and staff to wear their courage/anti-bullying buttons.

When we reviewed the data to prepare for this report, we had nine incidents that fell into the categories that were identified as bullying behaviors. That is a reduction of 68 percent.