Implementing Secondary and Tertiary Supports: Progress and Lessons

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Implementing Secondary and Tertiary Supports
Progress and Lessons

• Annie McLaughlin, M.T.
• Veronica Pamparo, M.Ed.
• Carol Davis, Ed. D.
• University of Washington
• anniemcl_at_u.washington.edu
• vpamparo_at_u.washington.edu
• cadavis1_at_u.washington.edu

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Todays Agenda

• Overview of the process that the project model
  schools currently use
• Case study and other examples of the
  implementation of the project
• Questions and discussion

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What do we know?

• Challenging behavior in the classroom are the
  most requested issues for consultation
• Consultation or out of district placements can
  account for up to one-third of a districts
  special education budget
• Consultation does not provide a long term
  solution to dealing with challenging behavior in
  the schools
• Challenging behavior puts students at an
  increased risk for exclusion

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What is SWPBS?
1-5
5-10
80-90
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What are the challenges to providing PBS for ALL
students?

• Building capacity must be a district initiative.
• The spectrum of social behavior across students
  is extremely wide.
• The depth of knowledge of challenging behavior
  has to be extensive.
• Teachers are unfamiliar with the notion of
  function-based behavior plans.
• Collaboration and/or role release between staff
  members is challenging.
• Budgets are tight.

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What are assumptions on which the model is based?

1. Schools must meet the differing needs of ALL
   children.
2. Within district expertise should be developed.
3. Administration plays an active LEADERSHIP role.
4. Behavior plans must be evidence-based.
5. Schools must be willing to consider alternatives
   to suspension and alternative placements
6. Ongoing data collection and review are necessary

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Scaling the Pyramid

• Develop within school district teams with
  expertise in tertiary levels of PBS to provide
  assessment, intervention, and progress monitoring
  support for students with the most challenging
  behavior.
• Provide ongoing professional development that
  builds capacity within the school and district.

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Triage Team 1 mtg/week 2 3 people Targeted inte
rventions

SchoolwideTeam 1 mtg/qtr 3 4 people

• Evaluating Environments and Office Referrals
• Supporting Safe and Civil Schools
• Making changes

Academic Small group
Behavioral CICO Social Skills
Implementing in School Buildings
Support Team 1 mtg/week 3-4 people Individualized
Interventions
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Technical Assistance Teams
Provide technical assistance
In school awareness training
Take referral from school team member
Conduct an FBA
Provision of additional resources schoolwide
Brainstorm potential behavior plan solutions
Assist in the implementation
Ongoing training for team
Use data to adjust plan
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Technical Assistance Teams

• A team used to
• Provide suggestions for curriculum modifications
  and accessing the general education curriculum
• Provide ongoing support and expertise in the
  areas of Functional Assessment and Behavior
  Planning
• Provide support for data collection
• Provide ongoing monitoring of program
  implementation and student progress

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Who is on the Technical Assistance Teams?

• School district employees
• Multi-disciplinary team members
• SPED/GENED teachers
• ELL/Reading/Math facilitators
• School psychologists
• Social worker
• School counselor
• Administrator
• Chosen with school administrator input
• Participation is voluntary

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Team member characteristics

• Strong in his/her area of expertise.
• Uses data to make decisions in own practice
• Uses behavioral principles in own practices
• Believes in the benefits of PBS
• Are respected members of their professional
  discipline
• Have experience as both leaders and participants
  in the educational process

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What does participating as a team member mean?

• Participation in teams is voluntary
• Time released from regular school duties
• Compensation is provided for team participation
• Participate in various training activities to
  build knowledge in PBS
• Working as a collaborative team member to
  influence challenging behavior

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What does participating as a team member mean?

• Records review
• Observations
• Functional Assessment
• Behavior Planning
• Making materials
• Coaching during initial implementation
• Conducting person centered plans

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Technical Assistance Team (TAT) Training

• Base knowledge (plus expertise)
• Core knowledge in school-wide PBS
• Core knowledge in social skills and curriculum
  modification
• All essential components of delivering technical
  assistance
• Person-centered planning
• Functional Behavior Assessment linked to
  evidence-based behavior plan

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TAT Training

• Long term (one year) training is provided to the
  team members across a year
• A project staff member (either hired within the
  district or from the University) provides
  approximately 10-15 hours a week with the TAT
  members
• Teams also attend yearly trainings and have
  access to current research
• Teams meet weekly along with project staff

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Secondary interventions

• Must be continuously available
• Rapid (72 hr) access
• Low effort by teachers
• Function based interventions
• Continuous data monitoring for data based
  decisions

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How does a student access secondary services?

• A student who receives more than 3 office
  referrals in one month
• A referral from any staff member

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Secondary intervention examples

• Social skills training
• Academic support
• Check-In/Check-Out
• Family support

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When secondary interventions are not enough

• Students data and information moves to the
  tertiary technical assistance team

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Technical Assistance Team Case Management

• Each team of 4 will manage up to 12 students
• Each student is observed approximately 2 hours
  every other week
• Meetings with teachers and other service
  providers occur at least twice monthly
• Each student is discussed at least 2x a month at
  team meetings

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Technical Assistance Team Meetings

• Issues are identified and prioritized by the
  teacher or the TAT member to be discussed at the
  team meetings.
• The TAT members meet 1X a week to discuss
  students.
• The expertise of each of the members is used in
  the solution of the problem through the
  examination of data and brainstorming.

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What does this means for students?

• All students are served by the team (provided
  some level of expertise).
• Some teachers/teams need ongoing assistance with
  solving instructional or behavioral problems
• All students receive ongoing monitoring
  (surveillance)

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What happens when a student is referred to the
TAT?

• The TAT member observes in the classroom for
  primary and secondary strategies
• The need for more intensive intervention is
  determined by the school team
• The TAT member conducts classroom observations
  resulting in an FBA
• The TAT (at weekly meetings) brainstorms options
  for intervention plans
• Student is monitored

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What are tertiary supports?

• Antecedent Interventions
• Pre-specify the reinforcer
• Providing choices
• Instructional modifications
• High-Probability Requests
• Teaching strategies
• Social skills
• Functional Communication Training
• Consequent Strategies
• Reinforcement systems

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What is the impact of this project on the
tertiary supports provided in a school?

• Teacher/Classrooms
• STP Student Assessment
• CARS Classroom Atmosphere Rating Scale
• Students
• Curriculum Based Measures
• Office Discipline Referrals
• Engagement, task completion
• Specific data based on behavior plan
• Team
• Pre-post on behavior plans

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Examples Case studies
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• Silverbrook

• Eagles Cove

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Tucker

• 5th grade student who loves to read, play on the
  playground, and play video games at home
• Attends all general education classes
• Qualifies under Emotional/Behavior Disorder and
  was qualified in the 5th grade

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Initial Steps Referral to secondary team

• Referral form
• Initial Classroom Observation
• of Office Discipline Referrals 3/wk
• of SWPBS tickets received 0

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Initial team meeting

• The information was brought the team meeting.
• Brief FBA conducted Entered Check-In/Check-Out
  program

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More information

• While Tucker is making progress in
  Check-In/Check-Out, he continued to have 3 office
  referrals per week
• Team decided to refer him to the tertiary team.
• Tertiary team decided to conduct a full FBA

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Follow-up team meeting
FBA
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FBA Hypothesis
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Behavior Intervention Plan
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Follow-up
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Follow-up meeting 2 weeks later
Next check-in 4 weeks
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Tim

• 6 year old boy who loves reading, math, computer,
  and learning facts in subjects he is interested
  in
• Attends general education 1st grade classroom
  with some adult support
• Qualifies under Autism and has been attending
  school since he was 3

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Initial Steps

• Referral form
• Identified specific behavior as not following
  directions from adult
• Initial Classroom Observation
• of Office Discipline Referrals 0/wk.
• of SWPBS tickets received in two quarters 1.
• School average is 3 in two quarters

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Initial team meeting

• The information was brought the team meeting.
• Decision to continue with a full FBA
• Functional Assessment Interviews with teacher and
  parent
• Scatterplot
• ABC
• Motivational Assessment Scale

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Follow-up team meeting
FBA
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FBA Hypothesis
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Behavior Intervention Plan
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Follow-up meeting 2 weeks later
Next check-in 2 weeks
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Behavior Intervention Plan REVISED
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Follow-up meeting 2 weeks later
Next check-in 4 weeks
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What have we learned?

• Administrative support at the district level and
  at the school level is necessary (i.e. resources,
  FTE, funding).
• TAT members must meet criteria.
• Schools need to be implementing School-wide
  Positive Behavior Support.
• Schools need to be using or be willing to use
  data and progress monitoring tools.

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What have we learned? (Cont)

• TAT members increase their efforts when they
  perceive their contributions to be unique and
  important to the team/child.
• TAT members are more effective when they have the
  support of administration and colleagues to
  change programs based on data.
• TAT members remark that the on-going (initial
  support from project staff) training component
  assists in developing more confident TAT members.

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What have we learned? (Cont)

• Team members with less than 1.0 FTE have flexible
  schedules that support collaboration.
• Model must be flexible.
• Pay attention to your consumers including school
  personnel, parents, and students.

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Why do interventions fail?

• Poor communication between the team and the
  implementing teacher
• Inadequate support for implementing teacher
• Unclear of contact person for needed changes in
  the plan

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Questions?

• Website http//depts.washington.edu/stppbs
• Feel free to contact us
• Annie McLaughlin at anniemcl_at_u.washington.edu,
• Veronica Pamparo at vpamparo_at_u.washington.edu
• Carol Davis at cadavis1_at_u.washington.edu