Sustaining a Continuum of Supports at the SecondaryTargeted Level of Intervention

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Sustaining a Continuum of Supports at the
Secondary/Targeted Level of Intervention

• Kimberli Breen
• Technical Assistance Director
• IL-PBIS Initiative

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Training Behavioral Expectations
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Sustaining Secondary Supports

• Building-based Secondary Systems Team
• A time to discuss systems, not individual
  students
• Continuum of secondary supports
• Dont jump into individual student teams too
  early
• Data use at all levels, teams, mtgs
• Especially for progress-monitoring of all
  interventions
• Consider those things needed to sustain Tertiary
  Systems
• District Leadership Team
• District External Coach/es
• Tertiary Coach
• Building-based Tertiary Systems Teams
• Flexibly prescribed building agenda
• Data use at all levels, teams, mtgs

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Tertiary Demo School Reduces ODRs Increases
Simple Secondary Interventions
Tertiary Demos
CICO Check in, Check Out
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Building-based Secondary Systems Teams

• Merge other Secondary-level teams together (or
  representation of them)
• Flexibly prescribed building agenda
• Check on all levels of support (integrity)
• Discuss youths response to interventions
• Ensure adults systems have needed resources
• Continuum of Supports across all levels
• Secondary/Tertiary Tracking Tool

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Identifying a Secondary Team

• Invite representative team members
• Universal members can move to this team
• May be some or all of ___ team (IST, PRT)
• Utilize roles
• Secondary team leader/facilitator
• Bring universal/school-wide data
• Collect graph CICO (and other) data
• Note taker
• Maintain a consistent meeting schedule

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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

• Universal Interventions
• All Settings, All Students
• Preventive, Proactive

80-90
80-90
Adapted from What is school-wide PBS?
OSEP Technical Assistance on positive
behavioral Interventions and supports. Accessed
at http//www.pbis.org/schoolwide.htm
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Continuum of Secondary SupportsQuestions for
Reflection

• How many levels/types of secondary supports do
  you have?
• Ex. CICO merges into CNC
• What if 1st/2nd level doesnt work?
• Can you modify before moving to Tertiary?
• Do you jump into individual student teams too
  early?
• How effective are your ___ teams? (IST,
  Problem-solving, Pre-referral, TAT..etc.)
• How efficient are they?

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Secondary/Tertiary Tracking ToolKey Actual
referred/receiving 1st Responding 2nd
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?
Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Adapted from What is a systems Approach in
school-wide PBS? OSEP Technical Assistance
on Positive Behavioral Interventions
and Supports. Accessed at http//www. Pbis.org/sch
oolwide.htm
Supporting Student Behavior
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Data Use At all levels, teams, mtgs

• Review U/S/T data at all U/S/T mtgs.
• Are youth at Secondary level receiving gotchas?
  
• Remember that Universal data includes
  suspensions, attendance, family involvement,
  academic progress etc.
• Use data for progress-monitoring
• Mentoring, group counseling, BIPs
• Assess integrity of interventions
• Checklist of Individual Student Systems (CISS)
• Individual Student Systems Evaluation Tool (ISSET)

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To Sustain

• 1. nourish somebody to provide somebody with
  nourishment or the necessities of life
• 2. support something from below to keep
  something in position by holding it from below
• 3. provide somebody with moral support to keep
  somebody going with emotional or moral support
• 4. withstand something to manage to withstand
  something and continue in spite of it
• 5. maintain something to make something continue
  to exist
• 6. confirm something to confirm that something
  is true or valid
• 7. law validate something to decide that a
  statement or objection is valid or justified

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How to Sustain Anything

• Keep doing itand keep getting better
• Know what youre already doing (Reflect)
• Communicate Memos, minutes, staff mtgs.
• Use data to progress-monitor
• Fuel the effort (Motivate)
• Celebrate what already doing and whats working
• Action plan
• Focus on a steady pace of forward movement
• Create reasonable and measurable goals
• Continuously regenerate (Rob Horner)
• To sustain is to changebe creative expand

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Secondary Intervention Resources

• Crone, D.A. Horner, R.H. (2003). Building
  positive behavior support systems in schools
  Functional behavioral assessment. New York
  Guilford.
• Crone, D.A., Horner, R.H. Hawken, L.S. (2004).
  Responding to problem behavior in schools The
  behavior education program. New York Guilford
  Press
• Hawken, L.S., MacLeod, K.S. Rawlings, L.
  (2007). Effects of the behavior education program
  (BEP) on office discipline referrals of
  elementary school students, Journal of Positive
  Behavior Interventions, 9, 94-101.
• Horner, R.H., Carr, E.G. (1997). Behavior
  support for students with severe disabilities
  Functional assessment and comprehensive
  intervention. The Journal of Special
  Education,31, 84-104.
• Horner, R.H., Hawken, L., March, R. (n.d.).
  Targeted interventions. Retrieved July 24, 2007,
  from OSEP Technical Assistance on Positive
  Behavioral Interventions and Supports Web site
  http//www.pbis.org.

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Secondary Intervention Resources

• Horner, R.H., Sugai, G., Todd, A.W.,
  Lewis-Palmer, T. (2000). Elements of behavior
  support plansA technical brief, Exceptionality,
  8, 205-215.
• Sugai, G., Lewis-Palmer, T. Hagan, S. (1998).
  Using functional assessments to develop behavior
  support plans, Preventing School Failure,43,
  6-14.
• Sugai, G., Lewis-Palmer, T. Hagan-Burke, S.
  (2000). Overview of the functional behavioral
  assessment process. Exceptionality, 8, 149-160.

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