District outlines expanded behavior supports, BCBA and RBT training, and sensory rooms in student services workshop

Student services staff presented an extended workshop on March 23 outlining changes the district said are intended to strengthen behavior supports, mental‑health partnerships and in‑school services for students.

Miss Sage (student services presenter) introduced the multi‑level system of supports (MLSS) approach the district will use to coordinate universal (tier 1), targeted (tier 2) and intensive (tier 3) behavior supports. Kristen Brownell, lead primary counselor, described the MLSS behavior playbook developed with the Association of Wisconsin School District Administrators; she said the playbook formalizes systems the district will use to teach schoolwide expectations, monitor fidelity to lessons (for example, the SecondStep social‑emotional curriculum), and set clear criteria for when to escalate students to targeted interventions such as check‑in/check‑out or social‑academic intervention groups.

Larry Limeberger, lead social worker, briefed the board on mental‑health partnerships and early‑warning screening. The district has adopted the MySaber social‑academic‑emotional screener to gather students’ self‑reported needs multiple times per year; results are intended to be used with attendance, behavior and academic data to triage supports and plan interventions with families.

On specialized services, the district announced it now has an in‑district Board Certified Behavior Analyst (BCBA) who will provide functional behavior assessments (FBAs), behavior intervention plans (BIPs) and coaching. The district also described a multi‑phase registered behavior technician (RBT) training program for educational assistants (EAs). Staff reported that 86 EAs were assigned to take the RBT training program this year and 27 had completed the required online hours and competency testing as of the workshop (about 31% completed to date); the district plans additional PD days next year to ensure training occurs during paid time and to encourage hiring candidates who already hold the credential.

Occupational therapists described newly created sensory rooms at multiple schools and the intended use: short, supervised regulation breaks (typically 5–10 minutes) designed to help students return to instruction ready to learn. Kim Stickle, an OT, said staff training was provided districtwide, and early building‑level data show staff‑reported positive effects: in building‑level tracking the OT team reported 94–98% of recorded visits showed positive before/after changes. Presenters cautioned the rooms are for regulation (not recreation), encouraged individual supervised use, and said they are monitoring fidelity and cleanliness and will continue to refine room size, staffing and protocols.

Board members and staff asked about staffing availability for supervised sensory breaks, continuity when students transition between schools, and summer continuity for students receiving tier 2 supports; presenters said teams are coordinating transition planning and family communication and that some interventions include home supports. Administration emphasized plans for fidelity checks and monthly PD for teachers, plus summer/schedule adjustments to provide additional EA PD time before school starts.

What’s next: the district said it will use the MLSS playbook, fidelity checks and building leadership work over the summer to prepare a fall rollout of consistent universal expectations, tiered interventions, and coaching for teachers and student services staff.