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Student Behavior

PBIS: Be Respectful. Be Responsible. Be Safe

Positive Behavioral Intervention and Supports (PBIS) is a proactive consistent approach to school-wide discipline. PBIS applies evidence-based programs, practices and strategies for all students to increase academic performance, improve safety, decrease problem behavior, and establish a positive school culture. The implementation of PBIS builds on existing strengths, complementing and organizing current programming and strategies. Using PBIS, schools have seen dramatic reductions in disciplinary interventions and increases in academic achievement - allowing educators more time to teach and students more time to learn.

​Implementing PBIS at North Cape School has helped create a more positive environment for students and staff by establishing clear expectations for the students and taking active steps in teaching, modeling, and reinforcing appropriate behaviors school wide.  While PBIS implementation is a 3-5 year process, North Cape School has made strides in the last year to identify three main expectations: 

  • Be Respectful

  • Be Responsible

  • Be Safe

​We will continue our efforts to teach, encourage, and reward positive behaviors through the implementation of PBIS at North Cape School.  

If you have questions regarding PBIS, please contact Katie Witzeling, School Counselor, at (262) 835-4069 Ext. 121 or via email.  


Student Harassment and Bullying Policy

The School Board seeks to provide all students a safe and positive learning environment. Harassment and bullying disrupt both a student’s ability to learn and the school’s ability to educate its students in a safe environment. Therefore, the Board will not tolerate student harassment or bullying in any form.

Click her for Student Harassment and Bullying Policy


Response to Intervention

Response to Intervention is defined in Wisconsin as a process for achieving higher levels of academic and behavioral success for all students.  Rigorous implementation of RTI includes a combination of high-quality instruction practice, balanced assessment, and collaboration, all of which are infused with culturally responsive practices.

​What is Unique about RTI in Wisconsin?

  • RTI is for ALL children and ALL educators

  • RTI must support and provide value to effective practices

  • Success for RTI lies within the classroom through collaboration

  • RTI applies to both academics and behavior

  • RTI supports and provides value to the use of multiple assessments to inform instructional practices

  • RTI is something you do and not necessarily something you buy

  • RTI emerges from and supports research and evidence-based practices

RTI Process - Roadmap

Each child is universally screened using AIMSWEB three times a year or more.  The child either meets, exceeds, or does not meet benchmarks.  Instruction will vary based on the needs.  For a student that meets or exceeds benchmarks a child will receive high quality, differentiated core instruction plus additional challenges for those that exceed.  If the student does not meet benchmarks they will continue to receive a high quality, differentiated core instruction plus interventions based on student need.  Collaboration and results monitoring increase with the intensity of interventions.  The balanced assessment system includes universal screening, formative benchmark, and summative assessments plus progress monitoring increases with the intensity of interventions.