Success Story

Curtin Leadership School

Milwaukee Public School

Grade Level: Multi-Level
Profile Date: September 2012

Our PBIS Story

At Curtin Leadership Academy, our PBIS team works well because of clearly established roles, equal grade level representation, an active and supportive administrator and short term and long term planning and goals. Each team member has as assigned role to ensure all tasks are completed. As a K-8 school, there is an emphasis on having grade level representation at all times. Team members from each grade level report important PBIS related information back to their grade level units. We have a supportive administrator that brings valuable ideas to our monthly meetings. Moreover, our administrator clearly communicates PBIS related information to our school-wide staff. The overall strength of our team is our ability to adapt our PBIS practices to the changing needs of our school community. With the help of our internal and external coaches, we are able to continually adapt policies and procedures effectively in respect to our celebrations, incentives and behavioral lessons.

One practice our school has adopted that has had a positive impact on students is having a “Buddy Classroom” for students to report to when there is a conflict or displays of inappropriate behavior. While in this classroom, students are given time to reflect using a reflection form or provided with time to regain control of their emotions and behaviors. Classrooms receiving students collect data regarding the frequency and duration of each student’s time in their room. This data is then analyzed by the team to decide if additional supports or interventions are required. Another practice our school has adopted that has had a positive impact on students has taken place in our middle school. Students are given a weekly punch card on which they receive punches for displaying behavior that exemplifies our school-wide expectations. When students receive the specified amount for the week, they are allowed to attend an end of the week choice activity. Their punch cards are then entered into a school-wide raffle. Students who do not receive the punches attend a study hall. Data is collected regarding students that frequently do not attend and decisions are made concerning causes and solutions. For example, one student was consistently not receiving the required number of punches due to poor attendance. She was then assigned a school-wide Tier Two mentor to target her attendance. Significant improvement has been made by this student as a result. We teach and review our universal expectations to our students in many ways. At the beginning of the year, teachers take their classes to all major locations within the building to teach, model and explain expectations to students. Three weeks later, our seventh and eighth grade students are assigned to re-teach, model and explain these expectations to students in the same locations. Prior to winter recess, after reviewing our “Referrals by Location” data, a school-wide assembly is held during which staff members perform interactive skits modeling our expectations in the locations in which we’ve experienced the most referrals.