PBIS Secondary Team

 The team that targets the Yellow: 5-10% of those students who are still struggling despite Universal Level training.  Supporters of the BIG IDEAS ◦ Support staff behavior (Systems) ◦ Support decision making (Data) ◦ Support student behavior (Practices)

Academic Systems Behavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Interventions Some students (at-risk) High efficiency Rapid response Individual or Group Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive

 Systems (How things are accomplished) ◦ Team based problem solving (TAT meeting) ◦ Data/researched-based decision making ◦ Long term sustainability

 Data (How the decisions are made) ◦ On going data collection ◦ Use of on going data collection ◦ Attendance and discipline data collection ◦ Regularly held meetings with participation from each academic team

 Practices (How your staff interacts with students) ◦ Direct teaching of expected behaviors ◦ On going reinforcement of those expected behavior ◦ Functional behavioral assessments/Behvaior intervention plans

 Students, who despite the Universal Level interventions and supports, still exhibit difficulties  Approximately 10% of the school population.  Students who have both academic and behavioral difficulties.

 When the student is on the verge of failure despite school-wide (universal) and classroom strategies.  When the data indicates there is a distinguished discrepancy between the student from his or her peers.  When the present interventions need to be more effective/intensive.

 Gather all data and documentation to show what you have done in addition to what you normally do to help that student. You must show outcomes, progress, etc…  Look at the school-wide discipline and determine the specific area of concern.  Request a TAT be conducted to discuss further interventions.

 Who SHOULD be present? ◦ The team the child is on ◦ A representative from an opposite team ◦ An administrator or administrative designee ◦ Student ◦ Parent

 Current academic and behavioral performance.  Concerns of the team, parent, and student  Attempted interventions discussed.  Collaboration of TAT team to develop further interventions.

 Interventions that are specific to the desired behavior needing modified or changed.  Interventions MUST be attempted for a least a minimum of a 2 week period.  TAT summary to be forwarded to all parties involved in order to implement interventions.  A copy of TAT form to be given to administration.  The intervention can be modified after a two week period or it can be entirely changed.  A Functional Behavioral Assessment can be completed to create a Behavioral Intervention Plan.

 You hold a second TAT and develop further and more intensive interventions.  A behavior contract can take place.  You may need to begin the FBA process (Functional Behavioral Assessment).  A Behavior Intervention Plan (BIP) may be developed.  A referral to the Tertiary Team may need to be made for extreme cases.