PBISSecondary 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% 1-5%

5-10% 5-10%

80-90% 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.