Moving from Secondary to Tertiary Levels of Intervention: Creating a Seamless System of Support

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Moving from Secondary to Tertiary Levels of
Intervention Creating a Seamless System of
Support

• IL-PBIS Network Technical Assistance Directors
• Kimberli Breen
• Marla Dewhirst
• Steve Romano

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Presentation participants will

• a) gain a better understanding of the systems,
  data and practices needed at the Secondary and
  Tertiary Levels of support,
• b) reflect upon their own training and technical
  assistance offerings at these levels, and
• c) provide access to some of the tools necessary
  to enhance their own processes including a
  training curriculum for both levels and tools
  used to train and implement these new series.

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Designing School-Wide Systems for Student
SuccessA Response to Intervention Model
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10
80-90
80-90
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PBIS Phases of Implementation Statewide as of
June 30, 2006
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Increased Capacity Statewide
Based on phases of implementation ratings
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Common roadblocks at Secondary/Tertiary Levels

• Missing the need for a S-W Booster
• Skipping the efficient Group Intervention
• Grade level (K, 9th), Location, Check-n-Connect,
  SW groups
• Making group interventions too cumbersome for
  adults (simple works well)
• Data at the Secondary level missing
• Forgetting that levels are in addition to
• Waiting too long to TRY something (i.e. putting
  students on a wrap list)

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New Features of the Trainings

• Reflection, Assessment and Planning (R.A.P.)
  process of the past level of training,
• Emphasis on data-based decision-making, including
  the importance of school-wide data use at all
  levels, and
• Greater focus on creating systems at these levels
  (rather than historical focus on just practices).

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R.A.P.Where does your setting need the most
work?

• SystemsData
• Practices

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?
Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Response to InterventionReflection on
Effectiveness

• Reflection
• What are your interventions at the Secondary and
  Tertiary Levels?
• How are students responding to those
  interventions?
• Application
• Pick 3 interventions (BEP, FBA, Sp.Ed. etc.)
• How many students are referred? What of
  students are responding (80)?
• (L. Eber 06)

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Designing (or Refining) a Secondary Level
Intervention

• Activity using your schools data

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Tool Review

• What do you like?
• Already have?
• Need?

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Why go back before going forward?
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Positive Behavior Interventions SupportsA
Response to Intervention Model





Universal School-Wide Assessment School-Wide
Prevention Systems

• Secondary
• Tertiary

Group Interventions
AnalyzeStudent Data
Interviews, Questionnaires, etc.
Intervention
Small group interventions Simple
Individualized Interventions Complex
individualized interventions
Assessment
Observations, FBA

Multiple settings

Multiple Perspectives
Team-Based Wraparound Interventions
Multi-Disciplinary Assessment Analysis
Adapted from T. Scott, 2004
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08
05
10
14
78
85
Without PBIS N38
With PBIS N31
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05
20
11
22
84
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Focus on Systems
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Systems Tools Used in Trainings

• Phases of Implementation
• Secondary (Targeted) Team checklist
• Secondary/Tertiary Matrix
• Working Smarter Matrix

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Working Smarter Activity

• Consider what teams center on outcomes around
  students identified as at-risk?
• What is the outcome for the team?
• Who is on the team?
• Do the skills discussed today fit into a team
  that you already have in your building?

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Universal Working Smarter
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Secondary Working Smarter
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Tertiary Working Smarter
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Matrix of Secondary/Tertiary InterventionsKey
Actual referred/receiving 1st Responding 2nd

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Positive Behavior Interventions
SupportsLovejoy Elementary School in Alton, IL





Universal (Behavior Academic) -Firm, fair,
corrective discipline - Effective Classroom
Management - Positive reinforcement for all
Student of the Week, Quarterly Rewards, Paw
Prints (Universal Reinforcement)

• Secondary
• Tertiary

• School-based Adult Mentors (Check-in)
• Alternative to suspension -Peer medication
• Community Service

Analyze Student Data
Group Interventions

• STARS - REI Support
• Parent Training Collaboration

Behavior
Academic

• Team-Based Wraparound -Individualized FBAs
• Alternatives to Suspension Expulsion

• Intensive academic support - Parent training and
  collaboration - STARS - SPIRE

Adapted from T. Scott, 2004
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Positive Behavior Interventions
SupportsLovejoy Elementary School in Alton, IL

• Universal (Behavior Academic)
• -Teaching School-Wide Expectations - Teaching
  Social Skills - Active Supervision monitoring
  in common areas
• Firm, fair, corrective discipline - Effective
  Classroom Management - Positive reinforcement for
  all Student of the Week, Quarterly Rewards, Paw
  Prints (Universal Reinforcement) - Weekly recess
  for good behavior - Effective
  academic support
• Homework Dens - Academic Awards Assemblies
  - Balanced Literacy - Differentiated
  Instruction

• Secondary
• Tertiary

• - Intensive Social Skills Training Support
• - Contracts - Self-management programs
• School-based Adult Mentors (Check-in)
• Alternative to suspension -Peer medication
• Community Service

Analyze Student Data
Group Interventions

• Title I
• Increased academic support practice
• STARS - REI Support
• Parent Training Collaboration

Behavior
Academic

• Intensive academic support - Parent training and
  collaboration - STARS - SPIRE
• Title I - REI Support - Community-based Adult
  Mentors - Intensive progress monitoring

• School-based Adult Mentors
• Intensive Social Skills Training Support
• Team-Based Wraparound -Individualized FBAs
• Alternatives to Suspension Expulsion

Adapted from T. Scott, 2004
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Using Data at All Levels
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Referrals per Student
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Referrals by Problem Behavior
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Daily Data Used for Decision Making
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Daily Data Used for Decision Making
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Wraparound Case Study Ozzie cont.Getting to
Strengths and Needs at Baseline Using Data and
Voice Choice
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Steps Taken to Enhance Training

• Identify the need (use training data
  evaluations/feedback, attendants, phases of
  implementation, etc.)
• Clearly define your outcomes (what do you want as
  a result of your trainings?)
• Decide on the skill sets participants need?
• Prioritize skill sets (what needs to be
  understood and implemented 1st, 2nd, etc.)
• Take inventory of existing resources (tools,
  curriculum, trainers, etc.)
• Refine curriculum, tools, schedules, etc.
• Train/support your trainers

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Secondary Training Course Summary

• S100 Review of Universal systems, overview of
  Secondary systems, improving current group
  interventions
• S200 The BEP Behavior Education Program
• S300 FBA/BIP
• S400 Re-teaching with their own examples

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Secondary Training Course Summary

• T100 Review Secondary systems, assess plan at
  Secondary level, overview of Tertiary
• T200 Complex/full FBA/BIP (multiple domain)
• T300/301 Data-based decision-making through
  wraparound
• T400 Follow-up support on Wraparound
• T500 Team technical assistance on Wraparound
• T600 District-wide planning for support of
  Wraparound system-wide

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Participant Quote Re Training Enhancements

• Training series is targeted so effectively that
  it has helped clarify to people what we should be
  doing at each level.  It has also helped make
  clear that interventions are fluid with all
  levels of the triangle.

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Participant Quote Re Training Enhancements

• PBIS Meetings at Lovejoy Elementary are mostly
  focused on Secondary and Tertiary data and
  interventions to address needs. Previously, we
  looked at Universal proudly, but not a lot of
  meaningful dialogue about the secondary and
  tertiary level need students.  That is a huge
  change and the results are showing.

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Participant Quote Re Training Enhancements

• District-wide coaches are excited about the new
  FBA form developed and ready to pilot.  This
  would make FBA's a reality for practical use
  instead of a step to go through to get to
  referral conference.

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Principal Quote Re Training Enhancements

• Some interventions have been really simple, but
  yielded big results.  People are generally
  thinking more on interventions instead of
  punishment.

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Other Successes

• Meaningful district-level meetings (w. data)
• USING data at all levels
• Including progress monitoring
• Secondary level data system
• Individual student (wraparound) data tracking
• Outcome PROCESS data used by network and
  schools/districts
• Combining initiatives (PBIS w. RtI, SEL)
• Implementing at level below

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Following Slides Provide Course Descriptions

• Please visit us at www.pbisillinois.org
• to print complete syllabi training materials

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S100 Objectives

• Review Universal data to determine targets for
  Secondary Level Interventions
• Review/create process for effective communication
  and data sharing between Universal and Secondary
  Teams
• Learn to apply a functional perspective to
  behavioral challenges
• Learn how to design and implement group
  interventions
• Review/create a Secondary Intervention system
  (process) and team members roles and
  responsibilities
• Action Plan Using your schools Universal data,
  the team will design one group intervention to
  bring to S200 training

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S200 Objectives

• Review group interventions designed since S100
• Review critical features and processes of the
  basic BEP
• Identify students for BEP using data and staff
  interviews
• Action Plan Select/create data collection tools,
  design process for implementing a formalized
  group intervention, choose data monitoring source
  and process

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S300 Objectives

• Identify the steps for conducting functions-based
  behavioral interventions planning at the
  Secondary/Targeted level (simple/brief)
• Write a behavioral pathway (setting events,
  antecedents, behavior, consequences)
• Be able to generate Behavioral Intervention Plans
  (BIPs)
• Understand how to use individual data to monitor
  and evaluate individual support plans.
• Action Plan Develop an intervention plan for an
  individual student

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S400 Objectives

• Present BEPs and BIPs that have been implemented,
  focusing on successes and roadblocks to the
  development and implementation of Secondary Level
  supports
• Troubleshoot and problem-solve Secondary Level
  issues including team membership, meeting time,
  monitoring and data collection
• Action Plan Modify an already implemented BEP or
  BIP and systemize the process to apply to all
  students in need of Secondary Level supports

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T100 Objectives

• Assess implementation at Secondary Level
• Understand Tertiary Level (RtI logic)
• Tertiary Level systems of support at building and
  district levels
• Interpret primary and secondary prevention data
  (including SSBD screening data)
• Incorporate this information into the on-going
  training/TA plan for each school/district
• Action plan

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T200 Objectives

• Interpret data to determine which students are in
  need of cross-setting (FBAs) and (BIPs)
• Conduct cross-setting (FBAs) and develop multiple
  domain (BIPs) for at least one student
• Understand the need for utilizing the wraparound
  process
• Learn a decision process for determining when to
  initiate a comprehensive wraparound process
• Action Plan

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T300 Objectives

• interpret data to determine which youth are in
  need of wraparound
• develop and facilitate effective Wraparound Teams
  for individual students and their families
  through skill sets (i.e., hearing stories,
  strength assessment, identifying big needs, etc.)
• integrate data-based decision-making into
  wraparound planning
• understand the steps for designing a
  comprehensive plan for student/family/teacher
  needs across home, school and community following
  four (4) Phases of Wraparound for individual
  students/families

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T301 Objectives

• integrate use of strength and needs based data
  tools into all four Phases of Wraparound
• use data to guide decision-making about team
  development, and design and monitoring of
  interventions
• practice using multiple data sources and data
  points on an on-going basis with teams.
• Action Plan decide who will be trained on SIMEO
  and plan next steps for initiating a wraparound
  meeting for eligible students/families.

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T400 Objectives

• design a comprehensive plan for
  student/family/teacher needs across home, school
  and community
• use self-assessment tools/activities to refine
  current wraparound plan/s.
• integrate data-based decision-making into
  wraparound planning
• identify strategies to address their challenges
  and roadblocks
• identify potential school, district, and/or
  community resources available for support. use
  this information for ongoing action-planning and
  mid-course corrections
• Action Plan use this information for ongoing
  action-planning and mid-course corrections

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T500 Objectives

• assess effectiveness of wraparound teams
  (systems, data and practices)
• identify and develop strategies to improve upon
  critical team features
• identify and develop strategies to improve the
  success of interventions across all domains for
  students with chronic and intensive needs

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T600 Objectives

• assess effectiveness of current district level
  Tertiary systems, data and practices
• analyze SIMEO data in the context of special
  education and other district-level data
• Action Plan identify and develop strategies to
  improve upon these system, data and practices.