Our Approach
Every student has the potential to thrive academically and personally. At Richardson School, we believe in building on each child's strengths through positive behavior interventions and supports, creating an environment where academic growth and social-emotional development go hand in hand. Our success is measured not just by academic achievement, but by each student's progress toward becoming confident, capable learners who can navigate challenges with the right tools and support systems.
Equitable Multi-Level Systems of Support (EMLSS) is Wisconsin’s integrated framework that combines academic, behavioral, social-emotional, and mental health supports into a single system. EMLSS ensures that every student receives the right level of support at the right time—through universal, targeted, and intensive interventions.
Positive Behavioral Interventions and Supports (PBIS) is a proactive framework that helps schools promote positive behavior, build safe learning environments, and support all students through consistent expectations, reinforcement systems, and data-based decision-making. PBIS organizes interventions and supports into a multi-tiered system (i.e., Tier 1, Tier 2, Tier 3), providing varying levels of support depending on student needs.
Together, PBIS and EMLSS help create a responsive, inclusive, and effective school environment for all learners.
Individualized and Trauma-Informed Approach
The Richardson School implements a comprehensive Positive Behavioral Interventions and Supports (PBIS) framework with an individualized, student-centered approach. Goals are IEP, district, and family-driven, with focus on data collection and individualized plans for every student. Keeping in mind that each student's needs are different, our approach is to foster student-centered growth through evidence-based interventions and ongoing support.
Throughout all tiers, a trauma-informed approach is key. This means recognizing the pervasive impact of trauma on behavior and emotional responses and being sensitive to the ways in which students may experience triggers or distress. Staff are trained to respond with empathy, patience, and flexibility, acknowledging that challenging behaviors are often a form of communication related to past trauma or unmet emotional needs.
By integrating the PBIS framework with trauma-informed practices, the goal is to create a safe, respectful, and responsible school environment where students with complex needs can build skills, develop emotional resilience, and engage in learning in a way that is supportive for their needs.
Tier 1 (Universal):
All students receive proactive, trauma-informed strategies that foster a sense of safety, predictability, and belonging. This includes creating a structured, supportive environment with clear routines, emotional regulation strategies, and social-emotional learning (SEL) programs that emphasize coping skills and resilience. Students are taught explicit skills in how to interact in a safe, respectful, and responsible manner that align with school wide expectations (i.e., The Bobcat Way).
Tier 2 (Targeted):
For students who need additional support, small-group interventions or targeted strategies (e.g., social skills groups, emotion regulation training, check-in/check-out system, Collaborative Problem Solving (CPS) opportunities, etc.) are introduced. These interventions are designed to address specific challenges and help students develop more effective coping mechanisms and social skills. Support staff work closely with students to monitor progress and adjust interventions based on individual needs.
Tier 3 (Intensive):
For students with complex support needs, individualized interventions are developed to address persistent behavioral and emotional challenges. A core component at this level is the Functional Behavior Assessment (FBA) and the development of a Behavior Intervention Plan (BIP). FBAs help identify the underlying function of behaviors, which may be rooted in past experiences or unmet needs. BIPs are then designed to teach replacement behaviors, reduce triggers, and increase positive coping strategies, with a strong emphasis on consistency, safety, and student dignity.
Collaboration with families, clinicians, and other service providers is essential to ensure continuity of care and progress monitoring across environments. Plans are reviewed regularly and adjusted based on student data and team input.
COLLABORATIVE PROBLEM SOLVING (CPS)
For select students who benefit from this specialized approach, our trained CPS practitioners utilize Dr. Stuart Ablon’s evidence-based model. CPS serves as an individualized Tier 2 or Tier 3 intervention within our PBIS framework, focusing on building collaborative relationships and problem-solving skills. This approach recognizes that challenging behavior occurs when students lack the skills to meet expectations, and emphasizes working together with students to identify concerns, understand different perspectives, and develop mutually satisfactory solutions. CPS interventions are facilitated by specifically trained staff and implemented by all staff. These interventions are monitored through data collection systems to ensure effectiveness and fidelity.
BEHAVIORAL SKILL DEVELOPMENT
Our PBIS approach emphasizes teaching behavioral skills as we would any academic subject. Challenging moments throughout the day provide learning opportunities for skill development and growth, guided by functional behavior assessment data and evidence-based interventions. Staff utilize positive reinforcement, prompting strategies, and reflective practices to help students learn and practice new skills. Students are taught to identify their emotions and utilize appropriate coping strategies through direct instruction, modeling, and guided practice opportunities, with progress monitored through a data collection system.
TRAUMA INFORMED CARE
Trauma Informed Care provides a foundational understanding that guides our PBIS implementation. We understand that every student arrives with unique experiences, strengths, and challenges. We integrate trauma-informed principles throughout our PBIS practices, ensuring that interventions address both the behavioral function and potential trauma impacts. Using evidence-based practices informed by behavioral science, we help students feel safe, develop trusting relationships with staff, and build the coping and self-regulation skills necessary for success. Our approach recognizes that trauma affects all individuals involved with the program, and we provide ongoing support and training to ensure our practices are both effective and sensitive to trauma-related needs.
Comprehensive Student Evaluation
The Richardson School is unique in our ability to design instruction and supports around the individual needs of each student. During pre-enrollment and continuing throughout enrollment, our highly trained staff members compile a comprehensive evaluation of each student using a whole-student approach. This evaluation starts with the admissions process. Admissions Coordinators gather information from the home school district and family, including the student’s IEP, current academic data, testing and diagnostic information, as well as behavioral records to share with the TRS Leadership at their respective location. An environmental observation is also completed to identify student strengths and needs within their current location, necessary accommodations, observable learning styles, and individual interests.
Throughout a student’s placement at The Richardson School, our staff continually assess and support students in both their academic and social-emotional growth and development. Baseline assessments, regular progress monitoring and benchmark assessments are used to track student progress. The Richardson School also establishes behavioral baselines for all students within our specialized environment, and continually assesses and documents student skill inventories, crisis cycles, sensory profiles and engagement activities.
Education
The Richardson School serves children and young adults diagnosed with emotional, neurological and/or developmental disabilities.
Our Campuses
The Richardson School believes that a typical school setting is vital to the learning process.
Our Therapeutic Support Team
Therapeutic Leadership
Our therapeutic services are guided by a collaborative leadership team including the Board Certified Behavior Analyst & PBIS Coordinator, and Quality Assurance & Training Coordinator. Together, they drive the implementation of evidence-based practices, lead training and professional development, and ensure fidelity to trauma-informed and behaviorally responsive frameworks. Their leadership supports a consistent therapeutic vision across campuses while promoting a safe and supportive school culture.
Therapeutic Support Professionals
Our Therapeutic Practices Aides (TPAs) work alongside educators and instructional staff to reinforce skill development and positive behavior supports throughout the school day. TPAs work closely with the BCBA and training coordinator. TPAs receive ongoing coaching and training from the BCBA to ensure students receive consistent, compassionate care rooted in proactive, strength-based intervention.
Behavioral & Clinical Oversight
Our Board Certified Behavior Analyst (BCBA) provides clinical guidance through functional behavior assessments, behavior intervention planning, and data-based consultation. They support staff in delivering individualized behavior supports within a multi-tiered system of support aligned with student needs and school-wide expectations.
Trauma-Informed & Proactive Practices
Our therapeutic practices emphasize proactive strategies, restorative conversations, and the use of non-restrictive interventions such as UKERU and MANDT. The Q&A and Training Coordinator supports our initiative through fidelity monitoring, ongoing training, and the use of student data. We ensure therapeutic practices remain responsive, inclusive, and grounded in the belief that all students can succeed when given the right supports.
Frequently Asked Questions
What is PBIS and how does Richardson School implement it?
PBIS (Positive Behavioral Interventions and Supports) is an evidence-based framework that focuses on teaching appropriate behaviors rather than simply responding to challenging ones. At Richardson School, we implement a three-tiered PBIS model where all students receive clear expectations and positive reinforcement (Tier 1), some students receive additional targeted supports like check-in/check-out systems (Tier 2), and students with the most complex needs receive intensive, individualized interventions based on functional behavior assessments (Tier 3). Our approach is data-driven, meaning we continuously collect information about student progress to ensure our interventions are working effectively.
What qualifications do your staff have to implement these approaches?
Our staff receive initial and continuous training in PBIS implementation, trauma-informed practices, and crisis de-escalation techniques. Staff members who provide Collaborative Problem Solving interventions receive additional training and ongoing supervision in this approach. All staff participate in regular professional development to stay current with evidence-based practices and maintain fidelity to our therapeutic approaches. We also have ongoing consultation and supervision systems in place to ensure that interventions are implemented consistently and effectively across all staff members.
How do families stay involved in their child's behavioral and therapeutic programming?
Family involvement is essential to our PBIS approach. We strive to work collaboratively with families to ensure that behavioral expectations and interventions are consistent across environments. Families receive regular updates on their child's progress through data sharing, participate in developing and reviewing behavior intervention plans, and receive training and support to implement strategies at home when appropriate. We also provide families with resources and information about our therapeutic approaches so they can better understand and support their child's behavioral and social-emotional development.